welcome day 2

1

Welcome

Day 2 Implementation Training for

The Revised Ontario Curriculum, Grades 1-8:

Science and Technology

2Ministry of Education Spring, 2008

Canadian Contributions

ActivityUse the activity sheet on your table to match the name of the Canadian scientist/technologist to his or her contribution.


Administrative Details

Expenses

4

Expense FormAddress Other

List the expenses for the date across the lineNumber receipt and on form

Name

5

Expense Form

Totals of columns and of rows

SIGNATURE!!!

Grand Total


PARKING LOT


Recap Day 1“We Are Here Today

To…”Model…….o Planning With the End in Mindo Integration of Instruction and

Assessmento Assessment for Learning


AGENDA“We Are Here Today

To…”Day 2: Explore…..o Curriculum Lenses

o Board planning time

o Combined Grades

o Literacy and Numeracy Connections

o Skills of Scientific Inquiry


Curriculum Lenses


Curriculum LensesSpecial Education

Environmental Education

English Language Learners

Antidiscrimination Education

Critical Thinking and Critical Literacy

Literacy and Numeracy

ICT

SafetyAboriginal perspective


Curriculum LensesExploring the Introduction

o Feedback said….

no one bothers to read it

same as other documents

not useful


Curriculum Lenseso Each person on your team is your lens for one section.

o Section teams work together.

o Summarize how the topic has been addressed in the Introduction, the Overviews, and/or in the expectations.


Curriculum LensesWhat’s unique to science and technology in each section??

What is important to flag for your teachers and administrators?


SHARE

Talk in my group


SafetyBe Safe!

Live Safe! Work Smart! Kindergarten to Grade 8


What does an effective science and technology program look like in your Board?

Characteristics of an Effective Science and Technology Program


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?

Board Planning Time


SHARE

Talk in my group


PARKING LOT


Combined Gradeso Students work towards achievement

of their grade-specific curriculum expectations

o Find the common elements – fundamental concepts, big ideas, skills

o Instruction, assessment, evaluation


Combined GradesPlanningo Lay out science and technology

topics for the year first.o Focus on fundamental concepts and

“big ideas” – look for commonalitieso Common culminating tasko Make connections


Grades 1/2 Combined Grades PlanningAmazing and Important Living Things

Understanding Life SystemsGrade 1: Needs & Characteristics of Living Things

Grade 2: Growth and Changes in Animals

Fundamental ConceptsSustainability and Stewardship

Structure and Function (gr.2)

Grade 1A.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 with care and respect. (1, 3)

Big Ideas (with corresponding Overall Expectations)

Grade 2A.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 11.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)

Overall Expectations (with corresponding Big Ideas)

Grade 21. 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)


Guiding QuestionsWhat 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?

Contentvariety of levels of difficulty

Process variety of instructional

approaches

Product variety of ways to demonstrate

learning

Assessmentongoing, helpful feedback

Evaluationoccurs several times after

clusters of learning

Focus Evaluation on theOverall Expectations

Make Cross-Curricular Links

What culminating task will students perform to demonstrate their learning at the end of the unit?


BEGINNING OF UNIT

Diagnostic Assessment

What do we know about living things, including animals?

Formative Assessment

Grade 1Evaluation Checkpoint #1Basic needs of plants and animals, including humans

Grade 2Evaluation Checkpoint #1Similarities and differences in animal characteristics

Grade 1Evaluation Checkpoint #2Physical characteristics of living things

Grade 2Evaluation Checkpoint #2Growth, change, and distinctive characteristics of animals

Grade 1Evaluation Checkpoint #3Healthy environment, and our role in keeping it healthy, including plants and animals

Grade 2Evaluation Checkpoint #3Importance of animals to humans and the environment, and human impact on animals and where they live

DURING UNIT

END OF UNIT

Culminating Performance Task

Grade 1/2Storyboard

Assessment Strategy/Tool: performance task/rubric

Grade 1Class Book

Assessment Strategy/Toolperformance task/rubric

Grade 2Public Service Announce-ment

OR

What do my

students

already know

about this

topic?

What skills or

content mastery

will students

need to

demonstrate their

learning in the

culminating task?


Unit Plans for Amazing and Important Living ThingsUnderstanding Life Systems

Grades 1 and 2 Grade 1

Needs and Characteristics of Living Things

Grade 2

Growth and Changes in Animals

What sequence of teaching and learning experiences will enable students to develop and demonstrate the desired knowledge, understanding, and skills?

Before Learning (Diagnostic)

Subtask 1: Overview of UnitBrief description of unit including the Fundamental Concepts, Big Ideas, and Overall Expectations. Introduction of the Culminating Performance Tasks and the accompanying rubrics. (Note: Depending on the task chosen, teachers may need to ensure that students have the knowledge and skills to develop a story board or a public service announcement.)Before (diagnostic) assessment:What do you know about living things including animals?Assessment Strategy/Tool(s):▪KWL (individual)▪Think-Pair-Share (small group)▪Brainstorm (whole group)Pick at least one (based on student needs)


Subtask 3: Developing Skills of Scientific InvestigationClass mini-lessons modeling the skills of recording observations, asking questions, making predictions and confirming through research in books or on websites.

Subtask 3: Physical CharacteristicsInvestigate physical characteristics of living things (scientific inquiry/research)Direct observation of a variety of live plants and animals (e.g., houseplants, outdoor classroom, insects, pets). Record observations and questions about purpose of characteristics. Read non-fiction texts to confirm predictions.

Subtask 3: Growth and ChangeInvestigate growth and change in a variety of animals (scientific inquiry/research)Direct observation of some animal life cycles (e.g. mealworms, monarchs, tadpoles egg/chick). Record observations and questions about purpose of characteristics. Read non-fiction texts to confirm predictions.

Grade 1/2 Grade 1 Grade 2


Amazing and Important Living Things

Grades 1/2 Understanding Life Systems:Needs and Characteristics of Living Things; Growth and Changes in Animals

Subtask 3Grade 1: Physical Characteristics; Grade 2: Growth and Change

DescriptionThrough a combination of investigation in the out of doors (including local natural areas) and viewing various print and electronic information sources, students will be able to describe the physical characteristics of a variety of living things (Grade 1) and how animals grow and change throughout their lives (Grade 2).

Big Ideas Big Ideas

Grade 1Plants and animals, including people, are living things.Living things behave differently.

Grade 2Animals have distinct characteristics (appearance, behaviour, movement, growth, change).There are similarities and differences among various types of animals.

Overall Expectations Overall Expectations

Grade 1 Science and Technology – Needs and Characteristics of Living ThingsInvestigate the needs and characteristics of plants and animals, including humansDemonstrate an understanding of the basic needs and characteristics of plants and animals, including humansGrade 1 Language - Media Literacy1. demonstrate an understanding of a variety of media texts

Grade 2 Science and Technology – Growth and Change in AnimalsInvestigate the similarities and differences in characteristics of various animalsDemonstrate an understanding that animals grow and change, and have distinct characteristicsGrade 2 Language - Media Literacy1. demonstrate an understanding of a variety of media texts


…....identify the physical characteristics (e.g., size, shape, colour, common parts) of a variety of plants (e.g., sunflowers are tall and have big, round, yellow flowers; they have roots, a long stalk, leaves, and a flower with hundreds of seeds) and animals (e.g., dogs can be big or small, and come in many shapes and colours; they have four legs, a tail, and usually are covered with fur)Language – Media Literacy1.1 identify the purpose and intendedaudience of some simple media textsThe Arts – Visual Arts (Creative Work)make artistic choices in their work, usingat least one of the elements of designspecified for this grade (e.g., create athree-dimensional work, using “found”materials to create specific textures)

………correct science and technology terminology, such as life cycle, migration, adaptation, body coverings, classify, in describing their investigations, explorations, and observationsidentify and describe major physical characteristics of different types of animals (e.g., insects, mammals, reptiles)Language – Media Literacy1.1 identify the purpose and intended audienceof some simple media textsThe Arts – Visual Arts (Creative Work)make artistic choices in their work, usingat least two of the elements of designspecified for this grade for a specific purpose(e.g., sharp, jagged lines to depict abulldozer tearing up trees)

Grouping: Whole Class, Small Groups, Pairs, Individuals

Assessment and Evaluation Assessment Strategies: direct observation; question and answer (oral) Assessment Recording Tools:anecdotal record, rating scale, process checklist

Teaching/Learning Approaches and StrategiesScientific Inquiry (Research)Cooperative Learning (including Small Groups and Think-Pair-Share)

Subtask Components


Subtask Components

Activate Prior Learning – Grades 1 and 21.Students brainstorm all of the different ways of describing living things; teacher records on chart paper (shared).2.Students brainstorm all of the different things that plants and animals do (including move, grow, and change); teacher records on a separate piece of chart paper (shared).3.Teacher reviews and asks questions regarding safe and appropriate behaviour in the out of doors (i.e., stay as a group or within sight of a partner or supervisor, stay on marked trails unless instructed otherwise, do not harm any living thing, replace anything taken, stay away from bodies of water unless instructed otherwise) (modelled; shared).

Set the Context – Grades 1 and 2 1.Teacher shows one or more films (or series of images including verbal explanations) depicting characteristics of plants and animals, including how they grow and change over time; students talk about what they have learned in small, heterogeneous groups, and record any questions they would like to ask to the whole class (modelled; shared).2.Teacher invites members from any of the groups to pose questions to the whole class (teacher draws students’ attention to any similarities to the unit guiding questions that are posted in the classroom); teacher records questions on chart paper along with possible answers (modelled;shared).Implement Teaching and Learning – Grades 1 and 21.Teacher explains purpose and details of visit to outdoor area (e.g., schoolyard, nearby park or natural area, conservation area or provincial park [noting that the latter requires much more preparation especially with regard to cost, transportation, and forms), and what observation/investigation tools will be required and/or available (e.g., digging tools, magnifying lenses, nets, collection containers, seating pads [e.g., newspapers stuffed into green garbage bags and taped shut], notebooks, writing/drawing tools) (modelled).2.Teacher with appropriate number (at least one adult per 10 students; ideally 1 adult per 5 students) of adult volunteers takes class to outdoor area to examine plants and animals, with students organized into heterogeneous groups of 5 to 10 students (modelled).3. 4.


Implement Teaching and Learning – Grade 11.Students, in same grade pairs, purposefully select at least one information sources to gather either additional information on the physical characteristics of plants or animals they saw in the natural area, or different plants or animals; using that information source the students record new information using drawings and/or words (guided; independent).

Implement Teaching and Learning – Grade 21.Students, in same grade pairs, purposefully select at least two information sources to gather either additional information on characteristics, behaviour, growth, and/or changes of animals they saw in the natural area, or different animals; using that information source the students record new information using a combination of captioned drawings and statements (guided; independent).

DifferentiateContent: Grade Ones focus on physical characteristics of plants and animals; grade two students ….Process: Students select which area (and/or which plants and/or animals) to examine basedProduct: Grade Ones can use either drawings and/or words to record observations; grade twos need Learning Environment: Area of outdoor study can range from schoolyard to natural areas that are

Check for Understanding – Grades 1 and 2Throughout the investigating, observing, and recording, teacher observes and gives ongoing, specific feedback (directly connected to identified overall and specific expectations).

Practise and Apply – Grade 11.Individually, students select two different plants or animals that they are interested in (ideally live examples would be provided in the classroom, in addition to a variety of print and electronic sources of information), and compare their physical characteristics, including colour, size, shape, and parts; students record their findings in their learning logs (independent).

Practise and Apply – Grade 21.Individually, students select two or more different animals that they are interested in (ideally live examples would be provided in the classroom, in addition to a variety of print and electronic sources of information), and compare their physical and behavioural characteristics, and life cycles; students record their findings in their learning logs (independent).

Reflect and Close – Grades 1 and 21.Teacher leads whole class discussion related to highlights of what students learned about plants and animals, and additional answers/responses to questions posed at beginning of subtask and/or the unit guiding questions (modelled; shared).


Grades 1/2 Science and Technology Topics and Performance Tasks

Science and Technology Skill Focus

Language Connections

Math Connections

Other Connections

September/ October

Gr. 1 Materials, Objects and Everyday StructuresGr. 2 MovementDesign and build a game or a toy that incorporates movement and everyday materials.

Technological Problem Solving

Writing Number Sense and NumerationMeasurementGeometry and Spatial Sense

Gr. 1: Social Studies - The Local CommunityGr. 2: Social Studies - Features of Communities Around the WorldGr. 1 & 2: The Arts - Drama and Dance

November/ December/ January

Gr. 1 Energy in our LivesGr. 2 Properties of Liquids and SolidsGr. 1: Identify and try out ways to use less energy to move or do something.Gr. 2: Given a set of liquids and solids, create a liquid layer picture then explain why each layer appears where it does.

Scientific Inquiry – Research and Experimentation

Media Literacy Number Sense and NumerationData Management and Probability

Gr. 1: Social Studies - Relationships, Rules, and ResponsibilitiesGr. 2: Social Studies -Traditions and CelebrationsGr. 1 & 2: The Arts - Music

February/ March/ April

Gr. 1 Daily and Seasonal CyclesGr. 2 Growth and Changes in AnimalsResearch and present a specific animal’s adaptations for each season.

Technological Problem SolvingScientific Inquiry - Research

Oral Communication

Patterning and AlgebraData Management and Probability

Gr. 1 & 2: The Arts - Visual Arts

April/ May/ June

Gr. 1 Needs and Characteristics of Living ThingsGr. 2 Air and Water in the EnvironmentDefend the position that all living things require clean air and water and suggest ways for pollution reduction.

Scientific Inquiry – Research

ReadingMedia Literacy

Data Management and Probability

Gr. 1: Social Studies - The Local CommunityGr. 2: Social Studies - Features of Communities around the WorldGr. 1 & 2:Health and Physical Education - Healthy LivingGr. 1 & 2:The Arts - Visual Arts


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 thescience 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 technologyand 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 ofproblem solving, communicating, representing, connecting, reasoning and proving, reflecting, and selecting appropriate tools and strategies.” (Page 40)


Connections to Literacy and NumeracyHOWEVER…….

The science and technology cannot become just a reading and writing program.


Connections to Literacy and Numeracy

Thicker, Stronger, More Effective Literacy and Numeracy Connections

Rich Science and Technology program

=


Connections to Literacy and NumeracyTeach the Skills that the students need

oIn Science and Technology

oIn English

oIn 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, butit is not necessary for all science and technology learning to involve a written communicationcomponent. Young students especially need opportunities to focus on their oralcommunication without adding the additional responsibility of writing.” (page 39)


Writing in Science and Technology

Strand/TopicScience and Technology

Language: Writing Form (2.1)

Understanding Life Systems:Needs and Characteristics of Living Things

Persuasive Poster about taking care of the environment, problems resulting from loss of plants and animals (ST 1.1, 1.2)

Narrative from point of view of a living thing of their choice, outlining needs, for example; “My Life as a Bean Plant” (ST 2.2)

Simple report including labelled drawing of human body to describe location and function of major parts and sense organs (ST 3.3)

Grade 1



Understanding Matter and Energy:Light and Sound

Use an organizational pattern (generalization with supporting information, cause and effect) to write about the impacts on society and the environment of light or sound energy produced by different technologies, taking different perspectives into account. (ST 1.2)

Write a lab report, including questions, predictions, materials and procedures, observations, and conclusions for an experiment to investigate the basic properties of light or sound. (ST 2.2, 2.3)

Make an advertisement, using computer software, for a device that makes use of the properties of light or sound (e.g., a telescope, a hearing aid). (ST 3.8)

Grade 4



Understanding Earth and Space Systems- Heat in the Environment

Write a persuasive letter to a parent, family member, principal, etc. that would state the social and environmental benefits of using technologies that reduce heat loss or transfer. (ST 1.1, ST 2.4)

Compare and contrast conventional forms of energy with alternative forms. Examine both the environmental and economic impacts of these energy forms. With this information write a comparison essay that uses appropriate science and technology vocabulary. (ST 1.2, 2.5)

Draw and label a diagram that shows how heat is transmitted through convection, conduction and radiation. (ST. 3.4, 3.5, 3.6)

Grade 7


Mathematics in Science and Technology

Three Understanding Life Systems: Growth and Changes in Plants

Use scientific inquiry/experimentation skills and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs. (Measurement: record height in centimetres, record time by day, hours and nearest five minutes, read a thermometer, compare and order objects on the basis of linear measurement- the size of the plants

Understanding Structures and Mechanisms: Strong and Stable Structures

Investigate, through experimentation, the effects of pushing, pulling, and other forces on the shape and stability of simple structures. Data Management: Graph results



Six Understanding Life Systems: Biodiversity

Teach an overall understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans (ST OE 3) by reading the book, The Tree of Life. This book uses concrete examples of very large numbers. Students can compare numbers of species in each kingdom.

Understanding Structures and Mechanisms: Electricity and Electrical Devices

Describe ways in which the four forces of flight can be altered. Measurement: angles, mass of materials, speed, etc)

Understanding Earth and Space Systems: Space

This unit offers the opportunity to present numbers up to a million and larger. This can be incorporated into a math class by exploring the distance of the plants from the Earth. One way to do this is to use Fermi questions to gain better understanding of the actual distance. (Number Sense and Numeration)



Eight Understanding Life Systems: Cells

Use a microscope correctly and make accurate drawings of their observations. (Number Sense and Numeration- multiplying and comparing representations of numbers, including those involving positive exponents)

Understanding Structures and Mechanisms: Systems in Action

Create a graph to represent changes in mechanical advantage when certain factors in a mechanism are manipulated. (Data Management and Probability: collect and organize discrete or continuous primary data and display the data using graphs)

Understanding Matter and Energy: Fluids

Determine the mass-to-volume ratio of different amounts of the same substance (Number Sense and Numeration: Ratio, Measurement: Volume and Data Management: graphing)

Understanding Earth and Space Systems: Water Systems

When evaluating personal water consumption examine data using concrete materials such as a litre bottle to see just how much water the average Canadian uses. Have students try to estimate how much water is wasted if the tap is left on while brushing their teeth. Put a plug in the sink and brush teeth. (Measurement- volume)


How will you use the combined grades materials in your training?

How will you build literacy and numeracy into your implementation training plan?

Who else might you involve in this component of the training?

Board Planning Time


PARKING LOT


Reflection Activity


Reminders

Grand Total

Totals of columns and of rows

SIGNATURE!!!

welcome day 2

Documents

curriculum lensesexploring

effective science

curriculum lenseswhats

curriculum lenseseach

technology topics

board groups

work smart

combined gradesstudents