Welcome

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

2. Administrative Details Breaks and Lunch Washrooms Expenses

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

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. AGENDA Day 1 How Will We Know They Have Learned It?? Difference between Assessment FOR Learning and Assessment OF Learning, Performance Tasks

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. AGENDA“We Are Here Today To…” Day 2: Explore….. Literacy and Numeracy Introduction

8. 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? Planning With the End in Mind

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. 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. FCs, BIs, Goals, OEs and SEs Sustainability and Stewardship Structure and Function Systems and Interactions Change and Continuity Matter Energy Fundamental Concepts BIG IDEAS 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 Goal 1 To relate science and technology to society and the environment Overall Expectation 1 Overall Expectation 2 Overall Expectation 3 Specific Expectations Understanding Basic Concepts Specific Expectations Developing Investigation and Communication Skills Specific Expectations Relating Science and Technology to Society and the Environment

12. Purpose of STSEs Set the context for learning for each grade level topic

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

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. Why STSE?? Enable students to develop a deep understanding of the connections between science, technology, and society.

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. 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. 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. Activity Science Technology STSE Environment Society

20. Talk in my group SHARE

21. Challenges Teacher knowledge Teacher comfort with various teaching/learning strategies Time and resources Assessment and Evaluation

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. 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. Investigation Activity: Make a list of things you might see students doing during an investigation.

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. Investigation reflecting selecting gathering proposing evaluating planning recording recounting experimenting describing predicting questioning researching designing observing reviewing discussing building

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. Investigation Involves students’ carrying out a fair test to explore their own ideas on how the natural and/or human- made world works

29. Investigation • Hands on, minds on science and technology • Learn by doing and by thinking about it before, during, and after.

30. Investigation Largely determined by the student Not totally predetermined by the teacher

31. Investigation Skills • Scientific inquiry/experimentation • Scientific inquiry/research • Technological problem solving

32. BREAK OCTE Introductions Activity

33. Technological Problem Solving • creative process for solving problems (Standards for Technological Literacy, International Technology yEducation Association, March 2002).

34. Technological Problem Solving OCTE Elementary Technology Education Newsletter, Winter, 2006-2007

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. Technological Problem Solving • evaluating the solution • communicating the process

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. 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. Inquiry • Inquiry involves • making observations • posing questions • examining books and other sources of information to see what is already known

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

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

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

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

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. 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. Continua Connections • Achievement Chart • Thinking and Investigation • Application Skills Continua Skills Continua • 2nd O.E. • Referred to in related specific expectations

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