1. SCIENCE 1-5 CURRICULUM WORKSHOP FALL 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 I/we already know …I/we already know … I/we want to learn …I/we want to learn … I/we learned …I/we learned …

4. Renewed Curriculum

5. www.curriculum.gov.sk.ca

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

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 DimensionFactualConceptualProceduralMetacognitive Knowledge

19. Outcomes - Cognitive Process Dimension Creating Evaluating Analyzing Applying Understanding Remembering Bloom’s Revised Taxonomy

20. Units of Study – Science 1-5 Life SciencePhysical ScienceEarth and Space Science 1  Needs and Characteristics of Living Things  Using Objects and Materials  Using Our Senses  Daily and Seasonal Changes 2  Animal Growth and Changes  Liquids and Solids  Motion and Relative Position  Air and Water in the Environment 3  Plant Growth and Changes  Structures and Materials  Magnetism and Static Electricity  Exploring Soils 4  Habitats and Communities  Light  Sound  Rocks, Minerals, and Erosion 5  Human Body Systems  Properties and Changes of Materials  Forces and Simple Machines  Weather

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 LevelStudents provided with: Useful for: Confirmation Question Procedure Known results Reinforcing previously introduced ideas Introducing students to experiments Having students practice a specific skill Structured Question Procedure Observing and recording data Creating conclusions based on evidence Guided QuestionObserving and recording data Developing procedures Creating conclusions based on evidence Open Observing and recording data Developing questions Developing procedures Creating conclusions based on evidence 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.  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 Life SciencePhysical ScienceEarth and Space Science 1  Needs and Characteristics of Living Things  Using Objects and Materials  Using Our Senses  Daily and Seasonal Changes 2  Animal Growth and Changes  Liquids and Solids  Motion and Relative Position  Air and Water in the Environment 3  Plant Growth and Changes  Structures and Materials  Magnetism and Static Electricity  Exploring Soils 4  Habitats and Communities  Light  Sound  Rocks, Minerals, and Erosion 5  Human Body Systems  Properties and Changes of Materials  Forces and Simple Machines  Weather

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 Physical Science 1Using Objects and Materials Using Our Senses 2Liquids and Solids Motion and Relative Position 3Structures and Materials Magnetism and Static Electricity 4Light Sound 5Properties and Changes of Materials Forces and Simple Machines

42. Teaching Life Science Life Science 1Needs and Characteristics of Living Things 2Animal Growth and Changes 3Plant Growth and Changes 4Habitats and Communities 5Human Body Systems

43. Teaching Earth/Space Science Life Science 1Daily and Seasonal Changes 2Air and Water in the Environment 3Exploring Soils 4Rocks, Minerals, and Erosion 5Weather

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