1. 1 Welcome Implementation Training for The Revised Ontario Curriculum, Grades 1-8: Science and Technology

2. Ministry of Education Spring, 2008 2 Administrative Details Breaks and Lunch Washrooms Expenses

3. Ministry of Education Spring, 2008 3 AGENDA “We Are Here Today To…” Model…….  Planning With the End in Mind  Integration of Instruction and Assessment  Assessment for Learning

4. Ministry of Education Spring, 2008 4 AGENDA Day 1  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

5. Ministry of Education Spring, 2008 5 AGENDA Day 1  How Will We Know They Have Learned It?? Difference between Assessment FOR Learning and Assessment OF Learning, Performance Tasks

6. Ministry of Education Spring, 2008 6 AGENDA Day 1  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

7. Ministry of Education Spring, 2008 7 AGENDA “We Are Here Today To…” Day 2: Explore…..  Literacy and Numeracy  Introduction

8. Ministry of Education Spring, 2008 8 Planning With the End in Mind 1. What do you want students to learn? 2. How will you know they have learned it? 3. How will you design instruction for learning?

9. 9 What Do We Want Them To Learn??  Fundamental Concepts  Key ideas that provide a framework for the acquisition of knowledge  Help students to integrate in other subject areas  Understanding of concepts deepens through grades 1-12

10. 10 What Do We Want Them To Learn??  Big Ideas  Broad, important understandings  Describe aspects of the fundamental concepts  Deeper understanding = understanding of basic concepts, development of investigation skills, making connections to new and unfamiliar contexts

11. 11 FCs, BIs, Goals, OEs and SEs Specific Expectations Relating Science and Technology to Society and the Environment Specific Expectations Developing Investigation and Communication Skills Specific Expectations Understanding Basic Concepts Overall Expectation 1 Goal 1 To relate science and technology to society and the environment Goal 2 To develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving Goal 3 To understand the basic concepts of science and technology BIG IDEAS Fundamental Concepts Matter Energy Systems and Interactions Structure and Function Sustainability and Stewardship Change and Continuity Overall Expectation 2 Overall Expectation 3

12. Ministry of Education Spring, 2008 12 Purpose of STSEs  Set the context for learning for each grade level topic

13. Ministry of Education Spring, 2008 13 STSEs …….  apply previously acquired knowledge and skills - analyze, evaluate, seek to answer questions  consider impacts - assess and predict  develop plans of action

14. Ministry of Education Spring, 2008 14 Why STSE??  Engage students in examining a variety of current world issues.  Ground scientific and technological knowledge in the realities of these issues.

15. Ministry of Education Spring, 2008 15 Why STSE??  Enable students to develop a deep understanding of the connections between science, technology, and society.

16. Ministry of Education Spring, 2008 16 Why STSE??  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.

17. Ministry of Education Spring, 2008 17 Where Is the Link Between STSEs And A&E??  Application category  application of knowledge in familiar and unfamiliar contexts  making connections among science, technology, society, and the environment  proposals of courses of action to deal with problems involving science, technology, society, and the environment

18. 18 Relating Science and Technology to Society and the Environment 1.1 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)

19. Ministry of Education Spring, 2008 19 Activity STSE Scienc e Technology Environment Society

20. Ministry of Education Spring, 2008 20 SHARE Talk in my group

21. Ministry of Education Spring, 2008 21 Challenges  Teacher knowledge  Teacher comfort with various teaching/learning strategies  Time and resources  Assessment and Evaluation

22. Ministry of Education Spring, 2008 22 Challenges  Present a balanced view of the issues being explored.  Create a safe, non-judgmental classroom environments  Take care not to impose values and beliefs on students.

23. Ministry of Education Spring, 2008 23 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

24. Ministry of Education Spring, 2008 24 Investigation Activity:  Make a list of things you might see students doing during an investigation.

25. Ministry of Education Spring, 2008 25 Investigation Activity:  Define “investigation”.  Share with your elbow partner.  Share with another pair at your table.  Share with others at the table to come up with one definition everyone can agree on.

26. Ministry of Education Spring, 2008 26 Investigation planning questioning evaluating designing recording describing predicting proposing gathering observing discussing reflectingselecting reviewing recounting building researching experimenting

27. Ministry of Education Spring, 2008 27 Investigation  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.

28. Ministry of Education Spring, 2008 28 Investigation  Involves students’ carrying out a fair test to explore their own ideas on how the natural and/or human- made world works

29. Ministry of Education Spring, 2008 29 Investigation  Hands on, minds on science and technology  Learn by doing and by thinking about it before, during, and after.

30. Ministry of Education Spring, 2008 30 Investigation  Largely determined by the student  Not totally predetermined by the teacher

31. Ministry of Education Spring, 2008 31 Investigation Skills  Scientific inquiry/experimentation  Scientific inquiry/research  Technological problem solving

32. 32 OCTE Introductions Activity

33. Ministry of Education Spring, 2008 33 Technological Problem Solving  creative process for solving problems (Standards for Technological Literacy, International Technology yEducation Association, March 2002).

34. Ministry of Education Spring, 2008 34 Technological Problem Solving OCTE Elementary Technology Education Newsletter, Winter, 2006-2007

35. Ministry of Education Spring, 2008 35 Technological Problem Solving Technological problem solving involves:  identifying a need or a problem  determining a possible product or solution  implementing the chosen solution

36. Ministry of Education Spring, 2008 36 Technological Problem Solving  evaluating the solution  communicating the process

37. Ministry of Education Spring, 2008 37 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.

38. Ministry of Education Spring, 2008 38 Inquiry Inquiry 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

39. Ministry of Education Spring, 2008 39 Inquiry Inquiry involves  making observations  posing questions  examining books and other sources of information to see what is already known

40. Ministry of Education Spring, 2008 40 Inquiry  planning and carrying out research or experiments  reviewing what is already known in light of experimental evidence  using tools to gather, analyze, and interpret data

41. Ministry of Education Spring, 2008 41 Inquiry  proposing answers, explanations, and predictions and communicating results  identifying assumptions, using critical and logical thinking, and considering of alternative explanations. MAIS K-6 Science Inquiry http://www.maisk-6scienceinquiry.org/

42. 42 Broad Areas of Scientific Inquiry and Technological Problem Solving Skills Initiating and Planning Communication Performing and Recording Analysing and Interpreting

43. 43 Broad Areas of Scientific Inquiry Skills  Initiating and Planning  Performing and Recording  Analysing and Interpreting  Communication

44. 44 Broad Areas of Technological Problem Solving Skills  Initiating and Planning  Performing and Recording  Analysing and Interpreting  Communication

45. 45 The Skills Continua  Scientific Inquiry/Experimentation  Scientific Inquiry/Research  Technological Problem Solving

46. 46 What Are The Skills Continua??  “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. 47 What Is Their Purpose??  “(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. 48 Continua Connections Skills Continua Achievement Chart -Thinking and Investigation -Application Skills Continua 2 nd O.E. - Referred to in related specific expectations

49. 49 How Would I Use Them?  To determine where on the continua a student is performing  To determine a goal for progress and thus to assist with planning for “next steps”

50. 50 How I Should NOT Use Them??  As an achievement chart  As a rubric

51. 51 Developing Skills of Investigation and Communication 2.2 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. 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. 53 Skills of Investigation and Communication 2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., orally explain their choices of materials and design decisions when presenting their structures) 2.5 use appropriate science and technology vocabulary, including experiment, explore, purpose, rigid, flexible, solid, and smooth, in oral and written communication

54. 54 Lunch Break Activity - OCTE

55. Ministry of Education Spring, 2008 55 PARKING LOT