OVERARCHING LEARNING GOALS (OLGS):

● I can plan and conduct scientific inquiry

● I can apply science knowledge and skills to understand living things and make connections to societal issues

● I can recall and explain key scientific concepts and use them to solve problems

● I can communicate my thinking using a variety of formats/representations and following established scientific conventions.

OLG3 - Knowledge &

OLG1 - Thinking & Investigation OLG2 - Applications OLG4 - Communications
Understanding

● Use of initiating & planning
skills/strategies (eg. formulate
questions, identify the problem,
develop hypothesis)
● Use of processing skills &
strategies (eg. perform, record,
gather evidence, use equipment
safely, solve equations, prove)
● Use of critical/creative
thinking processes, skills, &
strategies (eg. analyze, problem
solving, justify conclusions)
● Application of knowledge & skills
in familiar contexts (eg. concepts &
processes, investigations skills)
● Transfer of knowledge & skills in
unfamiliar contexts (eg. concepts &
processes, investigations skills)
● Making connections between
STSE (science, technology, society,
environment)
● Proposing courses of practical
action to deal with problems
relating to STSE
● Knowledge of content (eg. facts,
terminology, definitions, safe use of
equipment & materials)
● Understanding of content (eg.
concepts, ideas, theories, principles,
procedures, processes)
● Expression & organization of
ideas & information (clear,
logical in various form)
● Communication for different
audiences & purpose
● Use of conventions,
terminology in various forms
(eg. symbols, formulae, scientific
notation, SI units)

Overarching Learning Goal 1: I can plan and conduct scientific inquiry

Learning Goal #1: Use of initiating & planning skills/strategies (eg. formulate questions, identify the problem, develop hypothesis, planning the investigation)

Success criteria Look-fors Based on your OLG concept map, summarize your learning and area of improvement for the next
ReconciliACTION project

● I can identify problems/issues to explore
from brainstorming and asking questions
● I can develop hypothesis about the
problem and identify all variables involved
● Gather relevant background information by means of doing pre-
observation experiment and/or research to understand the
context
● Create questions based on the background information that can
be further investigated
● Define the purpose (problem/issue) from the questions created
showing a clear cause and effect relationship
● Identify the independent variable (cause) & the range of test
conditions
● Specify positive and/or negative control condition
● Create an if … then … because statement that contains an
I learned:
I learned about the extensive research, planning and preparation that is performed before
conducting a scientific investigation. To begin, I am able to evaluate a given prompt or issue, thus
setting grounds for a pre-experimentation. The pre-experimentation is the execution of an
investigation without definitive variables, which serves to provide baseline knowledge on an issue.
Based on the outcome I learned to identify whether the experiment produced ideal results, which
establishes a foundation for further inquiries to be made. Thus, by generating questions on how the
addition or alteration of certain elements can influence the results of an experiment, I gained an
understanding on how to define a purpose and clear reasoning behind a problem being tested. The
purpose illustrates a cause and effect relationship, which solidifies an issue and depicts how a
defined factor can presumably impact the outcome of an experimentation. Using these guidelines I
learned to identify the independent variable which is the modifications made to an experiment,
additionally consisting of a range of conditions that are a set of values altered per trial. I can also
identify the dependent variable, the outcome of the changes, and the control variables, which are
the factors that remain the same to ensure fair testing. Using the information accumulated, I
 independent variable (IV), observable & plausible outcome as
dependent variable, justification that has a logical or scientific
explanation for the dependent variable, and is relevant to the
purpose
● Identify most relevant control variables (4) that strongly affect the
accuracy & precision of the outcome
Learning Goal #2: Use of processing skills & strategies (eg. perform, record, gather evidence, use equipment safely, solve equations, prove)
learned to formulate a hypothesis which is an if, then and because statement. The hypothesis
produces a justifiable predicament containing the independent variable and the plausible outcomes
from the dependent, which is then supported by a rational explanation. Furthermore, I learned to
determine the positive or negative control variables, which specify what factors enable or suppress
the production of observable and measurable results. Through the accumulation of such
information, I acquired insight on what materials I require to proceed with my investigation,
including how to apply my scientific investigation skills to safely conduct and precisely analyze an
experiment. I am now able to perform a pre-experimentation, in order to research a concept before
indulging in the investigation; where I have learned how to define a problem through a series of
inquiries and identify a set of variables, which then correlates to the procedure of the
experimentation.
Evidence supporting what I can do well:
I was able to accurately research, inquire and investigate an issue before indulging in an
experiment. For example, my water pollutant investigation illustrated my understanding of
identifying a prompt or issue and utilizing it as a foundation to construct credible inquiries on what
may be altered in the experimentation to generate obvious results. In this case, after the execution
of a pre-experimentation, I formulated a set of questions that served as a basis for further
exploration; principally to determine how various elements may impact the heat capacity of water.
Given the set of prompts, I was appointed to seek how a pollutant (oil) affects the time in which
water temperature rises to the boiling point of 100 oC. This baseline knowledge then paved a way
for crucial measures to be taken to set-up my experimentation. The water pollutant investigation
also demonstrates my use of independent (quantities of oil including a range of conditions affecting
the quantity), dependent (outcome/time changes), and control (constant factors throughout the
investigation) variables influences the final outcome of my experimentation. This allowed me to
learn that pure water takes a long time to heat up, proving to be my negative control variable, but
the addition of oil speeds up the process, proving to be the positive control. Moreover, my albedo
effect experiment showcases an excellent example of my understanding on the development of a
hypothesis leading to the identification of a set of variables. In this investigation, I accurately
identified all variables that impact the outcome of my experimentation, such as; independent,
dependent and control variables. For instance, the investigation was designed to see if surface
colour (albedo), the independent variable, will have an impact on the amount of heat absorbed or
trapped in a beaker once water is heated, whereas the dependent variable, temperature, is
measured in degrees Celsius (˚C) and depicts a change in temperature as a result of the thermal
energy absorbed by different coloured surfaces. From there I documented the four major control
variables which guarantee fair testing. The control variables consisted of the amount of water in the
beakers, the intensity of the heat the hotplates emit and the time the beakers are heated or left to
cool off. From there I developed my hypothesis which states, "If the beaker with a darker surface
colour is heated, then the temperature of the air in the dark beaker will increase faster than the
temperature of the air in the light beaker. After the heat source is turned off, the temperature of the
air in the dark beaker will decrease slower than the temperature of the air in the light beaker,
because darker colours absorb and trap heat, whereas lighter reflect (Gasimov, 2019)." This
followed the if, then and because statement outlined and incorporated the variables previously
identified to formulate a statement that highlights a plausible outcome of the experiment reinforced
by a rational justification.
Areas I need to further work on: Personally, I believe I need to work on creating a concise
hypothesis, where the "because" portion of the statement clearly portrays the reasoning behind the
experiment and variables chosen. I also believe I should conduct more research when coming up
with inquiries to produce a wide range of plausible variables that can be tested.
Success criteria
● I can record evidence that can be used to
confirm or deny hypotheses.
● I can use various tools to measure,
calculate, record or otherwise collect useful
data(or evidence) for use in problem
solving.
Look-fors
● Identify the tools and materials needed to measure the
dependent variable
● Plan for safe step-wise practices (procedure) in investigation
● Create the observation table with appropriate labels
(qualitative/quantitative) to collect relevant data
● Follow procedure safely and precisely to collect relevant data
● Use appropriate methods to solve problems or obtain relevant
quantitative data as evidence to support/prove your conclusion
Based on your OLG concept map, summarize your learning and area of improvement for the next
ReconciliACTION project
I learned:
I learned how to create a materials list according to the independent, dependent and control
variables. I am able to thoroughly list all tools with qualitative, quantitative and safety descriptors
when required. I comprehend that the materials are essential in terms of not only conducting an
experiment but also composing a stepwise plan to follow. Using the materials list as a reference, I
produced a scientific procedure, while retaining a vocabulary in past-tense that directly conveys the
actions I have taken to conduct, measure and analyze variables from the experiment. Additionally, I
included safety measures to ensure protection from potentially harmful facets of the investigation.
Moreover, I created an observations table that outlined details from the experimentation. The chart
is formatted so the independent variable, the changes in the experiment, is titled with the range of
conditions following beneath the column, whereas the dependent variable, the outcome of the
various trials, is titled with sub-headings to organize qualitative and quantitative data, alongside
quantitative trends/patterns measured. With this precise formatting and labeling of the observations
chart, I am able to organize my data accordingly. Due to this, I am able to obtain data in which I am
provided with visuals and descriptions of qualitative observations and measurements/final trial
averages for quantitative data, in order to depict a trend or pattern used to problem-solve and
justify my hypothesis. The processing skills and strategies I have acquired from this learning goal
directly aids towards the conclusion of my scientific investigation process.
Evidence supporting what I can do well:
A variety of my experimentations showcase my expertise in composing a materials list in
accordance with the identified set of variables. For instance, my albedo effect investigation lists the
following materials;
● Aluminum foil
● 200 mL glass beakers (2)
● Glass thermometers (2)
● Hotplates (2)
● 400 mL of water
● Stopwatch
● Scissors
● Water
Above I have identified materials needed to cultivate measurable results for the dependent
variable, in which I have included qualitative descriptors such as glass and quantitative
measurements, with the number of items needed. Through this information I was able to devise a
detailed and thorough procedure in past-tense with the inclusion of specific measurements and
safety precautions that followed the steps I took for the albedo experiment precisely. Knowing this,
the adequate use of materials, as well as formulation of a plan that abides by the variables
previously selected aid in producing results to confirm/deny the hypothesis. Moreover, for the heat
capacity experimentation, I followed the outlined observations chart to record my data. I labeled the
independent variable data column as "The Quantity of Vegetable Oil (mL)" and proceeded to
include the range of conditions "10ml, 15ml, 20ml, 25ml and 40ml of vegetable oil". I labeled the
dependent variable as "The Time it takes for the Salt Water and Vegetable Oil Phase to Heat Up to
the Boiling Point of 100oC" where the descriptions for the qualitative and quantitative observations
followed along in the columns, as well as the averages and ranking of the trials to indicate to a
viable pattern or trend. I explained the details of my observations with visuals, in addition to the
recorded measurements, which supply me with factual data from my observations to determine if
my hypothesis was true or incorrect based on the distinguished patterns.
Areas I need to further work on: I need to further work on my plan and include more safety

Learning Goal #3: Use of critical/creative thinking processes, skills, & strategies (eg. analyse, problem solving, justify conclusions)
Success criteria
● I can take recorded evidence (qualitative or
quantitative) and use them to explain my
results.
● I can use observations, measurements or
conversations to substantiate and defend
my work.
Look-fors
● Show how the observations & results connect logically to the
conclusions
● Explain why the results are observed that way using researched
information and logical reasoning
● Assess the accuracy and precision of results by explaining
whether the control variables are being kept the same
throughout the investigation or not
● Explain the impact of errors and improvement of experimental
design
precautions; such as having parental/guardian supervision while an experiment is being conducted.
Based on your OLG concept map, summarize your learning and area of improvement for the next
ReconciliACTION project
I learned:
I learned how to articulate my observations in a particular manner for it to serve as factual evidence
towards justifying my hypothesis and formulating a conclusion. I can utilize measurements,
calculations, applicable descriptions and visuals to be solid evidence in concluding my
investigation. Moreover, I am able to further enhance my conclusion through in-depth research,
which discusses the scientific reasoning behind my findings and how they came to be. The
research uncovers a concept or theory that supports the data I have acquired in my
experimentation. Additionally, I learned to assess and discuss possible discrepancies in my
experiments that can impact the accuracy and credibility of my obtained results; by conducting an
error analysis. Here I listed plausible errors and reflected on their degree of impact on the data, as
well as proposed methods to avoid the possibilities of similar errors in repeated trials.
Evidence supporting what I can do well:
My corn kernel investigation determines my ability to connect qualitative and quantitative data
gathered to utilize patterns observed as factual evidence to conscript a conclusion. I was able to
use my observations to justify my predicament in which corn kernel deescalated at a faster rate
when increased quantities of baking soda were mixed into vinegar. As the patterns and
observations correlated with the hypothesis, I was able to formulate a supported conclusion solely
based on my collected data. I further reinforced my evidence and findings by conducting research
to explore how the reaction of the substances causes fluctuation in air pressure resulting in the
exact movement observed in the corn kernels. After providing logical reasoning to produce a
practical justification, I assessed the accuracy of my experimentations. I listed three major plausible
errors which impact the accuracy of my work while offering solutions that can aid in avoiding similar
mistakes in repeated trials.
For example my water pollutant investigation;
Error #1: The ratio between the amount of vinegar and baking soda.
How does it affect the truth? The vast difference between the measurements of the baking soda
and vinegar can affect the result in the long-term, as greater quantities of baking soda in relation to
vinegar can have differing results, than what has been established.
How to avoid this error in the repeated trials? Experiment with larger amounts of baking soda,
in order to witness more noticeable changes.
Error #2: The number of corn kernels used.
How does it affect the truth? The amounts of corn kernels were measured using teaspoons (tsp),
which could have produced imprecise results.
How to avoid this error in the repeated trials? Count the number of corn kernels used per trial
beforehand, rather than using the teaspoon (tsp) measurement.
Error #3: Substance contamination from the previous trials.
How does it affect the truth? The residue of baking soda or vinegar in the measuring spoon or
beaker can impact the accuracy of the results.
How to avoid this error in the repeated trial? Wash both the beaker and measuring spoons
before moving on to the subsequent trial.
I identified and offered solutions for possible errors while discussing how it affects the accuracy of
the data, hence the conclusion acquired.
Areas I need to further work on: I need to further work on being innovative and thinking of
different approaches I could have taken in order to reduce the chances of human errors.
Overarching Learning Goal 2: I can apply science knowledge and skills to understand living things and make connections to societal issues
Learning Goal #4: Application of knowledge & skills in familiar contexts (eg. concepts & processes, investigations skills)
Success criteria
● I can recognize patterns relating to what
we have learned and done in class to use
my skills and knowledge appropriately
Learning Goal #5: Transfer of knowledge & skills in unfamiliar contexts (eg. concepts & processes, investigations skills)
Success criteria
● I can creatively or innovatively use my
Look-fors
● Use relevant skills and/or knowledge for the given familiar context
● Show the connections clearly between learned skills & knowledge to the
familiar context/situation (using appropriate format)
● Repeat the learned skills & knowledge precisely/consistently in familiar
context
● Use relevant skills and/or knowledge to assess familiar context/situation
Look-fors
● Choose the relevant skills & knowledge learned in a new context or way
Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
I learned:
I retained knowledge on the multiple concepts and notions regarding climate change and
was able to apply it in recognizable contexts/situations. Due to this, I can create
connections between diverse topics and relate my knowledge in appropriate settings to
influence my perspective/understanding of real-life scenarios and/or issues. For
example, the concepts of climate zones, biomes and the albedo effects can all be
translated in assessing optimal living spaces for the development of biodiversity and
vegetation. I learned that climate zones, defined by the annual precipitation and average
temperature, alongside biomes which are characterized by the local fauna
(biodiversity/animal), flora (vegetation/plants) and climate can be applied to evaluate a
region's living conditions. On the other hand, the study of the albedo effect can be
administered to assess adequate living accommodations in relation to climatic
conditions. I also learned to consolidate my learning by applying my knowledge
regarding particular terms related to climate, in order to compare two regions that are
perceived to be similar in terms of weather conditions.
Evidence supporting what I can do well:
After conducting the albedo effect experimentation, I obtained a better understanding of
how different colours absorb or reflect heat/radiation. With this applicable knowledge, I
was able to utilize the notion taught in evaluating acceptable roofing in connection to the
climatic conditions of a location. I established connections and used what I'd studied to
better understand how the albedo affects different settings, such as how cooler colours
should be utilized to reflect heat in warmer locations and dark colours should be used to
insulate and absorb heat in colder places. Moreover, through the biomes simulation, I
gained insight into the various types of climate zones that influence the biomes existing
within them, via the types of evident flora and fauna the region can sustain. I employed
this idea to communicate the various pros and cons of particular climate zones due to
the precipitation levels and temperature influencing a biome's sustainability of life
(biodiversity and vegetation). Lastly, I consolidated my learning by using familiar
climatic terms to compare two distinct regions; Toronto and London. I analyzed data
connecting to the region's average humidity levels, albedo, effects of hydrosphere's
convection currents on temperature, weather and overall climate zones, in order to
stipulate that the cities hold several climatic properties that differ from one another.
Areas I need to further work on: I need to work on thinking outside the box and using
my knowledge to work towards achieving sustainability on a global scale, as well as
applying knowledge in many more consolidation activities.
Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
I learned:
 learned skills and knowledge in unfamiliar
contexts independently
● Use the learned skills & knowledge in a creative or innovative way to solve are the leading cause of global warming, result in a surge of health-related issues in
● Make connections independently when using learned skills & knowledge in I learned to utilize my knowledge on various topics related to heat transfer, greenhouse
a new context or different way gasses correlating to human health and the environment to propose and cultivate viable
solutions. I identified how anthropogenic or human-induced greenhouse gasses, which
or assess new context society. From there I specifically analyzed vector-borne diseases from bugs such as ticks
that are negatively impacting the human population. Through the use of creative thinking,
I connected the concept to various studies to develop feasible, large-scale solutions that
can aid in mitigating the issue. I also learned how to analyze various human activities
that appear to be harmless but indirectly disrupt the carbon cycle, which connect to the
notion of the extensive repercussions the environment faces due to climate change.
Lastly, I applied my understanding of heat transfer from scientific investigations to draft a
large-scale plan to create sustainable means of infrastructure. Due to this accumulation
of information and application of multiple concepts, I am now able to assess critical
problems while using my relevant skills to formulate possible solutions.

Evidence supporting what I can do well:

My heat capacity scientific investigation demonstrates my understanding of this learning
goal, as I am able to use the knowledge acquired towards the future implications section.
This is where I make connections on how the knowledge gained from the
experimentation itself can be applied in real-life situations to solve an existing problem.
My heat capacity scientific investigation future implications section demonstrates my
understanding of heat transfer, which is the mechanism that transports thermal energy
from one region to another. Using the same concept I uniquely applied the relevant skills
by correlating heat transfer to the production of adequate infrastructure and clothing for
those living in cooler regions of the world. I conveyed how thermal wear and household
insulation use heat transfer to maintain warmth. Moreover, I tied a specific environmental
or health consequence to anthropogenic greenhouse gasses causing human-induced
climate change for the climate change challenge. This allowed me to examine and
appraise vector-borne illnesses, a notion that stems from the concept of global warming,
a concept in which I have been informed on throughout this unit. From there, I looked
into various methods to lessen the tick problem in Canada, which allowed me to think
outside the box and become innovative, in order to find viable answers. Lastly, for a
consolidation activity, I created a flowchart to link human activities that source
greenhouse gasses in relation to the discrepancies in the carbon cycle which result in
climate change.

Areas I need to further work on: I need to work on using this learning skill outside of
the analysis section in my scientific investigations. I need to improve on applying my
knowledge of climate change acquired from one learning to another rather than just
focusing on a few assignments.

Learning Goal #6: Making connections between STSE (science, technology, society, environment)

Success criteria Look-fors Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project

● I can assess on the basis of evidence the
impact of human activity on my local and
global community (economy, society, and
environment)
● Identify accurate and relevant evidence using costs & benefits from the
perspective of specific stakeholders
● Evaluate the risks and benefits of the collected evidence for economy,
human health, society, or environment
● Formulate a decision in accordance to the evaluation made
I learned:
I learned how to assess the financial, economic, environmental, and sociological
components of current issues occurring throughout our globe. I am able to create
judgments regarding various solutions based on this data gathering, which allows me to
weigh out the risks and benefits of particular events that impact society. More
specifically, I expanded my general knowledge on climate change, as well as its source
to determine the direct and indirect impacts of climate change on distinct aspects of the
food chain, supply chain and finally economy. Due to this, I learned how global warming
 is interconnected to the food chain which disrupts multiple cycles, especially in terms of
the supply chain for the food (fishing, meat and agricultural industries) market, which
altogether disrupts economies. Regions that vastly rely on the food industry as their main
source of profit would cause their economy to plummet, whereas stakeholders not
including the government would also impact average citizens who have to face the
repercussions of inflated food prices, therefore directly impacting health as parts of the
populations will be unable to afford their staple foods.
Evidence supporting what I can do well:
All of my climate change flow charts from the choice board tasks illustrate my
understanding of this learning goal, as I was able to pinpoint the various societal,
economical, health and environmental effects, relating to the acceleration of climate
change. One of my flow charts for learning goal 3, depicts the direct and indirect impacts
of climate change on food chains, supply chains, and the economy. Through this, I was
able to gather information on the negative effects of climate change on
biodiversity/human health, the world's plummeting economic situations, significantly
impacting taxpayers due to inflation, and the overall risks of climate change on the
environment. By assessing and researching on the issue, I was able to produce a series
of solutions that can aid and deescalate the effects of climate change with contributions
on a global scale.

Areas I need to further work on: I need to discuss the more human/health aspects of
climate change rather than solely the environmental and economical catastrophes that
may occur.

Learning Goal #7: Proposing courses of practical action to deal with problems relating to STSE

Success criteria Look-fors Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project

● I can come up with a realistic plan to ● Specify a problem to be addressed I learned:

implement that will help address local
and/or global problems
● Propose realistic course(s) of action based upon evidence using learned
skills and knowledge
● Consider the perspectives of a variety of stakeholders, including myself, in
the plan
● Ensure plan is relevant to the problem
I discovered how to address problems and identify the effects of an issue, along with the
formulation of viable solutions that can assist in the sustainability and recovery aspects
from climate change. When developing a strategy, I take into account the perspectives of
various stakeholders, including myself to formulate realistic plans. I learned about the
various anthropogenic greenhouse gasses, such as carbon and methane that largely
originate from food industries. I gained insight into the production of meat and dairy
products, which use vast lands and release an abundance of methane and carbon
dioxide gasses in the process. Through this, I analyzed my own meal plan, which
indirectly contributes to global warming and shifted to a vegan-based diet that minimizes
my individual greenhouse gas emissions. Furthermore, I studied a zero-waste lifestyle
and articulated the morals to be adjusted to my particular needs. From there, I formed a
practical plan in which I can adapt to a zero-waste lifestyle according to my needs. For
example, I simply cut down the usage of plastic bags, bought fewer plastic packaged
items and chose to eat more organic produce in order to limit my carbon footprint.

Evidence supporting what I can do well:

Through the climate change and food choices learning board task, I gained insight on
how my eating habits contribute to global warming. Through appropriate research
regarding the issue, I was able to adjust the climate-friendliness of my meals, essentially
portraying how my learning on the particular topic has brought upon a realistic change.
By studying a zero-waste lifestyle, I was able to implement the concept into my own life
and bring upon change, where I have adopted methods in terms of conserving
household items and reducing the purchasing of goods wrapped in plastic.

Overarching Learning Goal 3: I can recall and explain key scientific concepts and use them to solve problems
Learning Goal #8: Knowledge of content
Success criteria
● I can recall the basic scientific facts and
define scientific words to help me
understand and communicate concepts
learned
stakeholders regarding an issue such as climate change and how it can personally
influence my current lifestyle.
(eg. facts, terminology, definitions, safe use of equipment & materials)
Look-fors
● Name basic equipment used accurately and know how to safely use
them when carrying out investigations
● Identify key terms and understand their meaning
● Describe and use key terms relating to the major concepts accurately. (eg.
atom, electron, current, ohm’s, carbon cycle, food web/chain, etc.)
● State and identify scientific facts appropriately
Areas I need to further work on: I can continue working towards discussing different
Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
I learned:
From my scientific experiments and climate change choice board investigations, I
learned that various types of equipment are required to measure and collect feasible
data. I discovered the importance of appropriately handling and labeling fundamental
tools utilized throughout an investigation. I have created multiple materials lists according
to variables influencing an issue in order to assemble fundamental equipment required to
perform an investigation. I can also label both qualitative (the material/source of the
equipment) and quantitative (quantity of the equipment) information related to the
materials. Additionally, I can facilitate safety precautions related to handling a tool to
restrict occurrences of hazardous situations. Moreover, I can identify and define key
terminology related to the Earth's climate and global warming acquired from the
completions of numerous climate change choice boards tasks. This knowledge connects
to major concepts and theories, such as the understanding of the carbon cycle, food
chains and the law of thermodynamics. I can also identify and utilize scientific facts to
support my learning appropriately. For example, by studying the hydrosphere,
lithosphere, atmosphere and biosphere, I learned to correlate the terminology to the
carbon cycle, which is vastly influenced by the Earth's four spheres. This helped me
apply my knowledge towards the various aspects of anthropogenic greenhouse gasses,
which are sourced from human activities, in order to articulate how climate change
originates from the disruption of one sphere which gradually impacts the rest. Likewise, I
defined the notions of the albedo effect to determine a surface's ability to reflect
heat/radiation, the concept of carbon sinks which are being destroyed by human-related
factors such as deforestation and one's carbon footprint, all of which heavily contribute to
global warming. Additionally, I was able to identify and define various climate zones such
as; tropical, subtropical, polar/subpolar and temperate in relation to a region's humidity,
precipitation and temperatures levels influencing the zones classification. I also learned
how to determine different types of biomes respective to their local flora, fauna and
overall climate.
Evidence supporting what I can do well:
Most of my completed climate change tasks serve as evidence in proving my
understanding of this learning goal, specifically the climate change challenge and
Climate Deforestation task. Throughout the climate change challenge, I referred to key
terms such as deforestation, global warming, the four spheres of the planet,

Learning Goal #9: Understanding of content (eg. concepts, ideas, theories, principles, procedures, processes)
Success criteria
● I am able to make sense of scientific
thinking and way of doing science in class
to help me use them more fluently
anthropogenic greenhouse gasses, the carbon cycle, the food web, climate zones and
biomes.I demonstrated my knowledge by conducting various tasks that prompted me to
explain how these concepts are important factors in regulation or contributing to climate
change. In addition, throughout all experimentation conducted or reports written, I have
used correct terminology when mapping out certain concepts such as using keywords;
unit of measures or descriptors to establish a basis for quantitative and qualitative data. I
have also labeled items used in materials list appropriately with safety precautions when
required in the procedure of all my lab reports such as the water pollutant, corn kernel
and albedo. Overall I have demonstrated my ability to define and connect terminology
related to climate change, evident from my climate change choice board tasks such as;
the climate zones classification worksheets, biomes simulation, deforestation write-up
prompts, a summary of carbon cycle graphic organizer and minds-on activities which
allowed me to calculate/understand carbon footprints.
Areas I need to further work on: I have yet to learn terms such as atoms, electrons,
current, ohm's in the climate change unit.
Look-fors Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
● Identify & name concepts, ideas, theories, principles, procedures, I learned:
processes, etc. accurately Aside from the definition of climate-related terminologies, I was also able to employ my
understanding to link major theories, concepts and ideas. Therefore I am able to use my
● Explain concepts, ideas, theories, and principles in familiar contexts in my expertise to correctly define topics in context. For example, I can explain the carbon
own words cycle in relation to the Earth's major four spheres, where water bodies dissolve and
release carbon dioxide in the air, hence defining that the atmosphere and hydrosphere
● Describe and/or perform procedures and processes accurately in familiar are inextricably intertwined. Depending on a variety of conditions, the quantity of carbon
contexts dioxide in the two spheres achieves a state of balance. This equilibrium is significant
because it governs the amount of greenhouse gasses in the atmosphere. Similarly, the
● Use concepts, theories, principles, procedures, processes precisely in new biosphere consisting of plants absorb whereas animals release carbon into the
or different contexts atmosphere linking to the cycle, whereas the lithosphere consisting of rocks/sediments
also input carbon. In summary, carbon from animals or the sun enters the biosphere
through the atmosphere and is stored in rock/sediments (lithosphere) and bodies of
water (hydrosphere). The excess carbon is subsequently released into the atmosphere,
resulting in a tranquil cycle. Moreover, I learned to discover new theories by practicing
observations analysis from scientific investigations. From there, I was able to discuss the
theory of thermodynamics, which is the science of heat transfer in relation to
temperature, and energy; justifying why water and oil boil faster than pure water from my
water pollutant experimentation. Lastly, I learned about a new concept circulating around
peatlands, a type of wetland that stores carbon, largely supporting regulating the Earth's
imbalanced climate.
Evidence supporting what I can do well:
I am evidently able to use concepts or theories learned from investigations of climate
change choice board tasks and articulate them in my own words. Knowledge from tasks
such as the water pollutant investigation, carbon cycle graphic organizer and Northern
Peatlands study aid in the acknowledgment of issues produced from climate change, as
well as precisely analyze them to be used for larger prompts asked in the climate change
challenge, such as explaining how ocean convection currents influence climate,
essentially connecting to the knowledge of the hydrosphere.
Areas I need to further work on: I need to further enhance my application of theories

Overarching Learning Goal 4: I can communicate my thinking using a variety of formats/representations and following established scientific conventions.
Learning Goal #10: Expression & organization of ideas & information (clear, logical in various form)
Success criteria
● I can communicate ideas, plans, procedures,
results, and conclusions in a variety of forms
(standardized ways)
Learning Goal #11: Use of conventions, terminology in various forms (eg. symbols, formulae, scientific notation, SI units)
Success criteria
● I can use correct terminology when needed
and fluently
● I can use numeric, symbolic, and graphic
modes of representation precisely
Look-fors
● Explain information clearly in writing, orally, visually, and/or electronically
● Use appropriate format for presenting the required information
(investigation skills in written lab report, labeled diagram, data table,
graph, presentation)
● Express results of any calculations involving data accurately and
precisely
Look-fors
● Use appropriate terminology related to different contexts covered in class
(eg. sustainable ecosystems, atoms, elements and compounds,
electricity, study of the universe)
● Use terminology as frequently as needed
● Choose and include appropriate units of measurement for quantitative
values
● Use scientific notation
and procedures when discovering and researching upon an unknown concept.
Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
I learned:
I learned how to display my knowledge through the creation of visually appealing and
informative presentations. I can use numerous forms of media such as; infographics,
flowcharts, graphic organizers and appendices in lab reports to demonstrate my learning.
Throughout the choice board, I created multiple flowcharts and graphic organizers to
highlight major concepts related to climate change, which expand to depict additional
linked issues. For investigations conducted, I included an appendix to specify detailed
calculations for trial averages or visuals from the experiments to enhance my report.
Moreover, I learned how to differentiate between graphs such as; bar graphs, line
graphs, scatter plots and pie charts, to match up information corresponding to the
recorded data.
Evidence supporting what I can do well:
I used appendixes in all my lab reports to display my calculations and observations that
took place. Additionally, I used accurate formatting in my lab reports, by presenting all
required qualitative and quantitative data, including calculations for quantitative data in
the appendix. Throughout the climate change unit, I created multiple visual presentations
to display my understanding of a particular topic. For example, after reading NASA
climate change webpage, I was able to summarize my findings into a graphic organizer,
similarly I created a flowchart to showcase my understanding of the direct and indirect
impacts of climate change. Moreover, I also produced an infographic for a consolidation
activity to list possible initiatives to reduce the impact of global warming.
Areas I need to further work on: I need to work on orally showcasing my learning by
engaging in class discussions.
Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
I learned:
I have learned how to accurately use terminology in certain contexts, specifically when
covering topics related to sustainable ecosystems. I have also provided suitable units of
measure for quantitative data throughout my lab reports when using quantitative data to
substantiate my hypothesis. Throughout my investigations, I have also used proper units
of measure correlating to the variables chosen. For example, to measure volume I know
to use cubic measurements, to measure temperature I used Celsius or Fahrenheit, to
measure height, length or width I principally used centimeters and meters, to record time
I used seconds, minutes or hours and finally to display the amount of liquid I used

Learning Goal #12: Communication for different audiences & purpose
Success criteria
● I can share my ideas/thinking successfully to
different types of audiences such as fellow
peers, the general public, my teacher.
● Use accurate symbols for common elements and chemical formulae for
common compounds
● Use accurate formulae and symbols for equations related to electricity
Look-fors
● Consider the needs and interests of the target group or audience
● Use age and audience appropriate language
● Use appropriate methods and style of communication (infographic,
website, opinion letter, scientific report, debate, TED Talk, poster,
magazine, brochure, etc.) that will engage the target audience
millimeters or liters. Additionally, I learned to use proper terminology through my climate
choice board tasks, predominantly to describe sustainable ecosystems in relation to
climate zones, convection currents and biomes. Additionally, I learned to use proper
terminology through my climate choice board tasks, predominantly to describe
sustainable ecosystems in relation to climate zones, convection currents and biomes.
Through this, I gained an understanding of how ocean convection currents regulate
global temperature, which allows for the formation of climate zones impacting biomes.
Using such terms I can describe how they play a role in the equilibrium of the Earth's
climate, as well as how global warming inflicts harm on its tranquility.
Evidence supporting what I can do well:
The biomes simulation and climate zones chart showcased my understanding of different
terminology related to the ecosystems, specifically biomes and climate zones in the
many regions of our world. Moreover, This understanding allowed me to further
investigate issues seen in climate change, where I linked the understanding of
terminologies related to; Earth's celestial locations and ocean convection currents that
directly impact the temperature of a certain place, thereby generating the biome.
Furthermore, my lab reports indicate the appropriate use of measurements when
recording quantitative data. The noted completion of tasks proves to be a source of
evidence to support my learning in terms of communicating appropriate terminologies in
suitable settings.
Areas I need to further work on: I have yet to learn in this course about scientific
notation, symbols, chemical formulas, compounds and equations related to electricity.
Based on your OLG concept map, summarize your learning and area of improvement for
the next ReconciliACTION project
I learned:
I learnt to assess data in order to explore several platforms to display my learning. For
example, as part of a consolidation effort activity, I created an infographic listing probable
climate change mitigation strategies. I used the right images and amount of information
to fascinate and enlighten an audience. For readers to obtain an idea of the information I
desire to transmit, I chose bold terms and associated visuals.
Evidence supporting what I can do well:
The climate change prevention infographic for my climate change consolidation task
illustrates the summary of my learning from the 4th learning goal, which primarily
discusses the initiatives that we as a society must take to conquer the long-term effects
of global warming. Through this I evidently displayed my learning to communicate
knowledge to a targeted audience, in order to inform them of actions they can take to
alleviate the effects of climate change.
Areas I need to further work on: I need to further work on acknowledging the audience
I am trying to educate, therefore impacting my course of action upon tackling a subject
matter, which in this case would be related to climate change.