1 welcome implementation training for the revised ontario curriculum, grades 1-8: science and...

1

Welcome Implementation Training for

The Revised Ontario Curriculum, Grades 1-8:

Science and Technology

Ministry of Education Spring, 2008 2

Administrative DetailsBreaks and Lunch

Washrooms

Expenses


AGENDA“We Are Here Today

To…”Model…….o Planning With the End in Mindo Integration of Instruction and

Assessmento Assessment for Learning


AGENDADay 1o What Do We Want Them To

Learn??Fundamental Concepts, Big

Ideas, OE’s and STSE’s, SE’s Investigation Skills, Assessment for Learning (Learning Goals), Questioning


AGENDADay 1o How Will We Know They Have

Learned It??Difference between

Assessment FOR Learning and Assessment OF Learning, Performance Tasks


AGENDADay 1o How Will We Design The

Learning?Addressing SE’s, skills, their

connection to the performance task, guiding questions, assessment and instruction links, links with learning goal and criteria, feedback, follow up, monitoring


AGENDA“We Are Here Today

To…”Day 2: Explore…..

o Literacy and Numeracy

o Introduction


Planning With the End in Mind

1. What do you want students to learn?

2. How will you knowthey have learned it?

3. How will you design instruction for learning?

9

What Do We Want Them To Learn??

o Fundamental Concepts o Key ideas that provide a

framework for the acquisition of knowledge

o Help students to integrate in other subject areas

o Understanding of concepts deepens through grades 1-12

10

What Do We Want Them To Learn??

o Big Ideas o Broad, important understandingso Describe aspects of the fundamental

conceptso Deeper understanding =

understanding of basic concepts, development of investigation skills, making connections to new and unfamiliar contexts

11

FCs, BIs, Goals, OEs and SEs

Specific Expectations

Relating Scienceand Technology to

Society and the Environment

Specific Expectations

Developing Investigation and

Communication Skills

Specific ExpectationsUnderstanding Basic Concepts

Overall Expectation 1

Goal 1To relate science and technology to

society and the environment

Goal 2To develop the skills,

strategies, and habits of mind required for

scientific inquiry and technological problem

solving

Goal 3To understand the basic concepts of

science and technology

BIGIDEAS

Fundamental Concepts

Matter EnergySystems

and Interactions

Structure and

Function

Sustainability and

Stewardship

Change and Continuity




Purpose of STSEso Set the context for learning for

each grade level topic


STSEs …….o apply previously acquired

knowledge and skills- analyze, evaluate, seek to

answer questionso consider impacts

- assess and predicto develop plans of action


Why STSE??o Engage students in examining a

variety of current world issues.

o Ground scientific and technological knowledge in the realities of these issues.


Why STSE??o Enable students to develop a

deep understanding of the connections between science, technology, and society.


Why STSE??

o Develop students’ abilities to make informed decisions, and to take responsible action to address issues arising from the impact of science and technology on their daily lives.


Where Is the Link Between

STSEs And A&E??o Application category o application of knowledge in familiar and unfamiliar contextso making connections among science,

technology, society, and the environmento proposals of courses of action to deal

with problems involving science, technology, society, and the environment

18

Relating Science and Technology to Society and the Environment1.1 assess effects of strong and stable structures on society and the environment (e.g., reliable load bearing structures are essential in all areas of life for shelter, transportation, and many other everyday purposes; strong and stable structures can endure for long periods of time and provide a historical record of other societies and cultures; strong and stable structures can be hard to dispose of when their usefulness is ended and may then have a negative effect on the environment)


Activity

STSE

Science

Technology

Environment

Society


SHARE

Talk in my group


Challengeso Teacher knowledge

o Teacher comfort with various teaching/learning strategies

o Time and resources

o Assessment and Evaluation


Challengeso Present a balanced view of the

issues being explored. o Create a safe, non-judgmental

classroom environmentso Take care not to impose values

and beliefs on students.


Skills of Investigation

and Communication “One must learn by doing the thing, for though you think you know it – you

have no certainty till you try.”

Sophocles


Investigation Activity:

o Make a list of things you might see students doing during an investigation.


Investigation Activity:o Define “investigation”.

o Share with your elbow partner.

o Share with another pair at your table.

o Share with others at the table to come up with one definition everyone can agree on.


Investigation planning

questioning

evaluating

designing

recording

describingpredicting

proposing

gathering

observingdiscussin

g

reflecting selecting

reviewing

recounting

building

researching

experimenting


Investigationo The process of using inquiry,

(experimentation, research), and/or problem solving to gather facts and information in order to solve a problem or resolve an issue.


Investigation o Involves students’ carrying out a

fair test to explore their own ideas on how the natural and/or human- made world works


Investigationo Hands on, minds on science and

technology

o Learn by doing and by thinking about it before, during, and after.


Investigation o Largely determined by the

student

o Not totally predetermined by the teacher


Investigation Skillso Scientific inquiry/experimentation

o Scientific inquiry/research

o Technological problem solving

32

OCTE Introductions

Activity


Technological Problem Solvingo creative process for solving

problems

(Standards for Technological Literacy, International Technology yEducation Association, March 2002).


Technological Problem Solving

OCTE Elementary Technology Education Newsletter, Winter, 2006-2007


Technological Problem SolvingTechnological problem solving

involves:

o identifying a need or a problem

o determining a possible product or solution

o implementing the chosen solution


Technological Problem Solvingo evaluating the solution

o communicating the process


Inquiry“Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.


InquiryInquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.”

National Research Council


InquiryInquiry involves

o making observations

o posing questions

o examining books and other sources of information to see what is already known


Inquiryo planning and carrying out research

or experiments

o reviewing what is already known in light of experimental evidence

o using tools to gather, analyze, and interpret data


Inquiryo proposing answers, explanations,

and predictions and communicating results

o identifying assumptions, using critical and logical thinking, and considering of alternative explanations.

MAIS K-6 Science Inquiry http://www.maisk-6scienceinquiry.org/

42

Broad Areas of Scientific Inquiry and Technological Problem Solving Skills

Initiating and

Planning

Communication

Performing and

Recording

Analysing and

Interpreting

43

Broad Areas of Scientific Inquiry Skillso Initiating and Planning

o Performing and Recording

o Analysing and Interpreting

o Communication

44

Broad Areas of Technological Problem Solving Skills

o Initiating and Planning

o Performing and Recording

o Analysing and Interpreting

o Communication

45

The Skills Continua

o Scientific Inquiry/Experimentation

o Scientific Inquiry/Research

o Technological Problem Solving

46

What Are The Skills Continua??

o “an ordered series of descriptive statements that mark out students’ development along the road to mastery of these specific skills”

The Ontario Curriculum, Grades 1-8: Science and Technology, page 12

47

What Is Their Purpose??

o “(to) provide teachers with a way of looking at what students can do so that they can plan for further development of students’ skills.”

The Ontario Curriculum, Grades 1-8: Science and Technology, page 12

48

Continua Connections

Skills Continua Achievement Chart-Thinking and Investigation

-Application

Skills Continua

2nd O.E.- Referred to in related specific expectations

49

How Would I Use Them?

o To determine where on the continua a student is performing

o To determine a goal for progress and thus to assist with planning for “next steps”

50

How I Should NOT Use Them??

o As an achievement chart

o As a rubric

51

Developing Skills of Investigation and Communication2.2 investigate, through experimentation, how various materials (e.g., paper and wood) and construction techniques (e.g., folding, adding layers, twisting/braiding, changing shapes) can be used to add strength to structures

52

Developing Skills of Investigation and Communication

2.4 use technological problem solving skills (see page 16), and knowledge acquired from previous investigations, to design and build a strong and stable structure that serves a purpose (a place to store lunch bags, a place to put wet boots)

53

Skills of Investigation

and Communication2.6 use a variety of forms (e.g., oral, written, graphic,multimedia) to communicate with differentaudiences and for a variety of purposes(e.g., orally explain their choices of materialsand design decisions when presenting theirstructures)

2.5 use appropriate science and technology vocabulary, including experiment, explore, purpose,rigid, flexible, solid, and smooth, in oral and written communication

54

Lunch Break

Activity - OCTE


PARKING LOT

1 welcome implementation training for the revised ontario curriculum, grades 1-8: science and...

Documents

assessment of learning

learning learning goals

basic concepts of science

ses investigation skills

fundamental concepts

impact of science

students abilities

continuityoverall expectation