1. Curriculum Report Card Implementation Presentations
Science

2. Report Cards
Where to start?
In the classroom and with the curriculum.

3. Science

4. What is a scientific literacy?
Think about what you feel are the characteristics you want to see in your students so that they will be successful in science?
A successful science student . . .

5. Making Connections
How do you see your statement matching the report card categories?
Knowledge and Understanding
Scientific inquiry
Design Process/Problem Solving

6. Artifact 1: Science – Report Card Categories and Indicators
CATEGORY
INDICATORS–GRADES 1 to 4
INDICATORS–GRADES 5 to 8
KNOWLEDGE AND UNDERSTANDING OF SCIENCE CONCEPTS
Student demonstrates understanding of grade-specific science concepts and skills.
demonstrates knowledge of life science, physical science, earth or space science
SCIENTIFIC INQUIRY PROCESS
Student asks questions, generates possible explanations, collects and analyzes evidence, and reaches conclusions based on evidence.
demonstrates a curiosity by asking questions
makes predictions
creates a plan to answer questions
manipulates instruments appropriately and in a safe manner
observes, predicts, collects data and information, measures, classifies
compares and discusses data, and generates possible explanations and new questions
formulates questions that lead to investigations
makes predictions/hypotheses
designs a fair test or a plan to answer questions
makes relevant observations, collects data and information, measures, classifies
analyzes and interprets data to draw conclusions that explain data
identifies possible sources of error as well as strengths and weaknesses of the experimental protocol
DESIGN PROCESS AND PROBLEM SOLVING
Student applies science knowledge to seek solutions to practical problems.
Identifies practical problems to solve
Seeks solutions to problems and creates a written plan which includes criteria, steps to follow and a labeled diagram
Constructs and tests an object using pre-determined criteria
Identifies and makes improvements to an object and explains the changes
Seeks solutions to problems and selects and justifies a method to be used to find a solution
Creates a written plan which includes materials, steps to follow, safety considerations, and detailed diagrams
Develops criteria to evaluate a prototype or consumer product
Constructs and tests a prototype or consumer product using pre-determined criteria
Identifies and makes improvements to a prototype and justifies the changes
Evaluates a consumer product based on predetermined criteria

7. Learning, Teaching and Assessing Science
To promote scientific literacy among future citizens, it is crucial to recognize how students learn, how science can best be taught, and how learning can be assessed. Students are curious, active learners who have individual interests, abilities, and needs. They come to school with various personal and cultural experiences and prior knowledge that generate a range of attitudes and beliefs about science and life.
Students learn most effectively when their study of science is rooted in concrete learning experiences, related to a particular context or situation, and applied to their world where appropriate. Ideas and understandings that students develop should be progressively extended and reconstructed as students grow in their experiences and in their ability to conceptualize. Learning involves the process of linking newly constructed understandings with prior knowledge and adding new contexts and experiences to current understandings.

8. Learning, Teaching and Assessing Science
Development of scientific literacy is supported by instructional environments that engage students in the following processes:
scientific inquiry: students address questions about natural phenomena, involving broad explorations as well as focussed investigations
technological problem solving (design process): students seek answers to practical problems requiring the application of their science knowledge in various ways
decision making: students identify issues and pursue science knowledge that will inform the issues

9. How do you assess the design and inquiry processes?
1. What is design process?
2. What is the inquiry process?

10. What is Inquiry? What is Design?

12. Cluster 0 Overall Skills and Attitudes Chart
What is cluster 0?
The purpose of the charts is to provide support related to the tracking of the development of the skills and attitudes across several grades.

13. Concrete Learning Experiences
Discuss with your shoulder partner how you have or would teach and assess knowledge, design and inquiry within a cluster?

14. A Guiding Rubric
Look on the table for a sample guiding rubric for Grade 2 (Artifact 2) and Grade 5 (Artifact 3) Inquiry and Design Processes.
Look at the sample lesson plans from York University (Artifact 4). Several lessons include assessment rubrics.

17. Collecting Documentation of Evidence
Conversations: over the shoulder, conference, peer, journals, book talks
Observations: focused, around the room, individual/partner/group, checklists
Products: journals, portfolios, projects, skill applications
Adapter from A. Davies, Making Classroom Assessment Work, Second Edition © 2007 Connections Publishing, p. 52.)

18. Focused Observation Target one or two outcomes
Identify a small number of students to observe
Note what you ‘see and hear’ these students ‘do and say’
Collect observations over a period of time as students provide evidence in using criteria and meeting expectations
See
Hear
Notice -Wonder
Focused Observation
Through focused observation, that is targeting learning outcomes for gathering assessment information during everyday classroom learning and teaching experiences, and over time, classroom teachers can manage a wide range of learners and a large number of learning outcomes.

19. Independent Together
Supporting the Multilevel Learning Community

20. Student Self Assessment
Look on the table for a sample of a student self assessment template (Artifact 5).
Students can think about their progress in science and set goals.

22. Science
Students learn most effectively when their study of science is rooted in concrete learning experiences, related to a particular context or situation, and applied to their world where appropriate.
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