Science 1-5 Curriculum workshop FALL 2011

1. Science 1-5Curriculum workshopFALL 2011 Dean Elliott, Ministry of Education

2. AGENDA • Welcome / Introductions • Science Curriculum Overview • Planning for Inquiry in Science • Science 1-5 curricula • Physical Science • Life Science • Earth / Space Science • Wrap Up

3. Science Curriculum KWL

4. Renewed Curriculum

5. www.curriculum.gov.sk.ca

8. Understanding Outcomes http://www.education.gov.sk.ca/science-curricula

9. Science Curriculum Framework

10. Curriculum Documents • Introduction • Using this Curriculum • Broad Areas of Learning • Cross Curricular Competencies • Aim and Goals • Inquiry • An Effective Science Education Program • Outcomes and Indicators • Assessment and Evaluation • Connections with Other Areas of Study

12. BAL / CCC • Broad Areas of Learning • Lifelong Learners • Sense of Self, Community, and Place • Engaged Citizens • Cross-curricular Competencies • Developing Thinking • Developing Identity and Interdependence • Developing Literacies • Developing Social Responsibility

13. K-12 Aim of Science The K-12 aim of science curricula is to enable students to develop scientific literacy within the context of Euro-Canadian and Indigenous heritages, both of which have developed an empirical and rational knowledge of nature.

14. K-12 Goals of Science • Understand the Nature of Science and STSE (Science, Technology, Society, and the Environment) Interrelationships • Construct Scientific Knowledge • Develop Scientific and Technological Skills • Develop Attitudes that Support Scientific Habits of Mind

16. Outcomes and Indicators • Outcomes • What students are expected to know and be able to do by the end of the grade in a particular area of study • Are mandatory • Indicators • Examples of the type of evidence that would show students have achieved the outcome • Represent the breadth and depth of the outcome

17. Sample Outcomes • DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording. [CP, SI] • AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment. [CP, DM] • PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination. [CP, SI] • SO4.3 Assess personal, societal, and environmental impacts of sound-related technologies. [DM, TPS] • HB5.3 Assess how multiple human body systems function together to enable people to move, grow, and react to stimuli. [SI]

18. Outcomes - Knowledge Dimension

19. Outcomes - Cognitive Process Dimension Bloom’s Revised Taxonomy

20. Units of Study – Science 1-5

21. An Effective Science Education Program • Incorporates all Foundations of Scientific Literacy • Uses the Learning Contexts as entry points into student inquiry • Effectively uses the language of science • Develops evidence-based explanations using models • Incorporates laboratory and field work • Models and requires safe practices • Chooses /uses technology appropriately

22. Technology Choice / Use • Data collection and analysis • Data loggers • Graphing software • Visualization and imaging • Digital images / video recordings • Simulation / modeling software • Communication and collaboration • Word processing / presentation tools • Internet • Authentic science projects

23. Resources • Core Resource List • Additional Resource List • Pearson Saskatchewan Science 3 – 9 • Textbook • Teacher resource

24. SK Science Teacher Resource • Indicators correlation chart • Activity planning chart • Resources • Cultural, field trip, speakers, on-line • Materials & equipment • Assessing student preconceptions (PCK) • Big ideas & questions • Lessons – explore, develop, communicate, A for L • Unit project, Summary, Review • Program Overview • Rubrics, line masters

25. Materials

26. Inquiry is …

27. Inquiry “Discipline-based inquiry is authentic intellectual learning. It must make information meaningful to the students. In order to do so, the environment in which learning takes place must also be meaningful”. Seymour Papert

28. Inquiry Pedagogy “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” (National Science Education Standards - NRC, 1996, p. 31)

29. Inquiry in Elementary Science • Elementary students should be able to: • ask questions about objects, organisms, and events in the environment • plan and conduct a simple investigation • employ simple equipment and tools to gather data and extend the senses • use data to construct a reasonable explanation • communicate investigations and explanations. (NRC, 1996, p. 122-123)

30. Features of Classroom Inquiry

31. Levels of Inquiry Banchi, H., & Bell, R. (2008, October). The Many Levels of Inquiry, Science and Children, 46(2), 26-29.

32. Inquiry – A Topic is Not a Problem • Topic • Solar energy • Question • How can we cook effectively using the Sun? • Testable Question • How does the colour of the lining inside a solar cooker affect how quickly the water will heat up? • Hypothesis • If the lining inside a solar cooker is darker, then the water will heat up more quickly.

33. Planning for Inquiry in Science

34. Planning for Inquiry in Science • Identify Desired Results • Outcomes / K-D-U • Big Ideas / Questions for Deeper Understanding • Learning Contexts (one or more) • Determine Evidence of Understanding • Relevant indicators • Criteria for judging achievement • Develop Learning Plan • Levels of Inquiry • Resources / materials / supplies / adaptations

35. Planning for Inquiry – Stage 1 • Identify Desired Results • Students will know… • Students will be able to… • Students will understand that… • Identify the “Big Ideas” • One summary sentence • 3-5 questions for deeper understanding

36. Units of Study – Grades 1-5

37. Learning Contexts • Scientific Inquiry (SI) • Key concepts, principles, laws, and theories • Technological Problem Solving (TPS) • Human and social needs - prototype • Cultural Perspectives (CP) • FN&M (or other) knowledge and ways of knowing • STSE Decision Making (DM) • Key issues and potential stakeholders

38. Learning Context Examples • Scientific Inquiry (SI) • ME3.1c - Compare the characteristics of contact, magnetic, and static electric forces, including the range over which they act, and propose methods of increasing or decreasing the effects of these forces. • Technological Problem Solving (TPS) • ME3.2d - Design, construct, and test an object such as a toy or game whose function depends on attractive or repulsive magnetic forces. • Cultural Perspectives (CP) • ES3.2a - Suggest ways in which individuals and communities value and use soil, including the importance of Mother Earth for First Nations and Métis peoples. • STSE Decision Making (DM) • PL3.2 k - Defend a position related to plant use (e.g., picking plants, harvesting crops, fertilizing, and planting invasive species) and protection (e.g., establishing conservation areas, planting native species, and developing alternatives to plant-based products).

39. Planning for Inquiry – Stage 2 • Determine Evidence of Understanding • Evidence • How much? • What type? • Of learning • For learning • As learning • Criteria • Student-selected • Teacher-selected

40. Planning for Inquiry – Stage 3 • Develop Learning Plan • Activities • Resources • Adaptations • Levels of Inquiry • Confirmation • Structured • Guided • Open

41. Teaching Physical Science

42. Teaching Life Science

43. Teaching Earth/Space Science

44. Contact Information Dean Elliott Ministry of Education dean.elliott@gov.sk.ca 306-787-6765