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Welcome Day 2. Implementation Training for The Revised Ontario Curriculum, Grades 1-8: Science and Technology. Canadian Contributions Activity. Use the activity sheet on your table to match the name of the Canadian scientist/technologist to his or her contribution. Administrative Details.
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WelcomeDay 2 Implementation Training for The Revised Ontario Curriculum, Grades 1-8: Science and Technology
Canadian Contributions Activity Use the activity sheet on your table to match the name of the Canadian scientist/technologist to his or her contribution.
Administrative Details Expenses
Expense Form Address Name Other List the expenses for the date across the line Number receipt and on form
Expense Form Totals of columns and of rows Grand Total SIGNATURE!!!
Recap Day 1“We Are Here Today To…” Model……. Planning With the End in Mind Integration of Instruction and Assessment Assessment for Learning
AGENDA“We Are Here Today To…” Day 2: Explore….. Curriculum Lenses Board planning time Combined Grades Literacy and Numeracy Connections Skills of Scientific Inquiry
Curriculum Lenses Special Education Literacy and Numeracy Environmental Education Safety Aboriginal perspective Antidiscrimination Education English Language Learners Critical Thinking and Critical Literacy ICT
Curriculum Lenses • Exploring the Introduction • Feedback said…. • no one bothers to read it • same as other documents • not useful
Curriculum Lenses • Each person on your team is your lens for one section. • Section teams work together. • Summarize how the topic has been addressed in the Introduction, the Overviews, and/or in the expectations.
Curriculum Lenses What’s unique to science and technology in each section?? What is important to flag for your teachers and administrators?
Talk in my group SHARE
Safety Be Safe! Live Safe! Work Smart! Kindergarten to Grade 8
Characteristics of an Effective Science and Technology Program • What does an effective science and technology program look like in your Board?
Board Planning Time • Work in your board groups to begin to plan for implementation. • Consider: • What will be your priorities in training? • How will you ensure that the training you provide encourages effective programs in science and technology?
Board Planning Time • Consider: • What strategies will you use to ensure that teachers get the training that is needed to implement the revised document?
Talk in my group SHARE
Combined Grades Students work towards achievement of their grade-specific curriculum expectations Find the common elements – fundamental concepts, big ideas, skills Instruction, assessment, evaluation
Combined Grades Planning Lay out science and technology topics for the year first. Focus on fundamental concepts and “big ideas” – look for commonalities Common culminating task Make connections
Grades 1/2 Combined Grades Planning Amazing and Important Living Things Understanding Life Systems Grade 1: Needs & Characteristics of Living Things Grade 2: Growth and Changes in Animals • Fundamental Concepts • Sustainability and Stewardship • Structure and Function (gr.2) Big Ideas(with corresponding Overall Expectations) Overall Expectations(with corresponding BigIdeas) • Grade 1 • A.Living things grow, take in food, make waste, and reproduce. (2) • BPlants and animals, including people, are living things. (2) • C.Living things have basic needs (air, water, food, and shelter) that are met from the environment.(1, 2, 3) • D.All living things are important and should be treated withcare and respect. (1, 3) • Grade 1 • 1.Evaluate the role of humans in maintaining a healthy environment. (C, D) • 2.Investigate the needs and characteristics of plants and animals, including humans. (A, B, C) • 3. Demonstrate an • understanding of the basic • needs and characteristics of • plants and animals, • including humans. (C, D) • Grade 2 • A.Animals have distinct characteristics (appearance, behaviour, movement, growth, change). (2, 3) • B.Humans are animals. (1, 2, 3) • C.There are similarities and differences among various types of animals. (2) • D. Humans need to protect • animals and the places • where they live. (1) • Grade 2 • 1. Evaluate ways in which animals impact on society and the environment, and how humans impact upon animals and where they live. (B, D) • 2.Investigate the similarities and differences in characteristics of various animals. (A, B, C) • 3. Demonstrate an • understanding that animals • grow and change, and have • distinct characteristics. (A, • B)
Think About Assessment Remember to Differentiate Assessment ongoing, helpful feedback Evaluation occurs several times after clusters of learning Focus Evaluation on the Overall Expectations Content variety of levels of difficulty Process variety of instructional approaches Product variety of ways to demonstrate learning Make Cross-Curricular Links Guiding Questions What are the needs that are common to all living things? How might each of us show care and respect for living things and where they live? How are living things similar and how are they different? Why are living things important? What culminating task will students perform to demonstrate their learning at the end of the unit?
Culminating Performance Task Formative Assessment Diagnostic Assessment Grade 1/2 Storyboard Assessment Strategy/Tool: performance task/rubric What do we know about living things, including animals? Grade 1 Evaluation Checkpoint #1 Basic needs of plants and animals, including humans Grade 1 Evaluation Checkpoint #2 Physical characteristics of living things Grade 1 Evaluation Checkpoint #3 Healthy environment, and our role in keeping it healthy, including plants and animals Grade 1 Class Book Assessment Strategy/Tool performance task/rubric Grade 2 Public Service Announce-ment Grade 2 Evaluation Checkpoint #2 Growth, change, and distinctive characteristics of animals Grade 2 Evaluation Checkpoint #3 Importance of animals to humans and the environment, and human impact on animals and where they live Grade 2 Evaluation Checkpoint #1 Similarities and differences in animal characteristics OR BEGINNING OF UNIT END OF UNIT DURING UNIT What skills or content mastery will students need to demonstrate their learning in the culminating task? What do my students already know about this topic?
Talk in my group How will you build combined grades into your implementation training plan? What other resources are there to support teachers of combined grades?
Connections to Literacy and Numeracy “Fostering students’ communication skills is an important part of the teachers’ role in the science and technology classroom. Students need to be able to use oral communication, reading, writing, and media literacy skills to gain new learning in science and technology and to communicate their understanding of what they have learned.” (Page 38-39)
Connections to Literacy and Numeracy “Science and technology also supports the development of a student’s ability to apply the mathematical processes of problem solving, communicating, representing, connecting, reasoning and proving, reflecting, and selecting appropriate tools and strategies.” (Page 40)
Connections to Literacy and Numeracy HOWEVER……. The science and technology cannot become just a reading and writing program.
Connections to Literacy and Numeracy Rich Science and Technology program Thicker, Stronger, More Effective Literacy and Numeracy Connections =
Connections to Literacy and Numeracy • Teach the Skills that the students need • In Science and Technology • In English • In Mathematics
Connections to Literacy and Numeracy Assessment of literacy and numeracy skills in science and technology is a valid assessment opportunity.
Connections to Literacy and Numeracy “Students’ understanding is revealed through both oral and written communication, but it is not necessary for all science and technology learning to involve a written communication component. Young students especially need opportunities to focus on their oral communication without adding the additional responsibility of writing.”(page 39)
