Science Grade 6, 7, 8, and 9

2 Rationale  Why teach science? Learn more about the natural world Get a job as a scientist Learn how to design and build Learn about different ways of interpreting the natural world

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4 Aim “Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them.” (CMEC, 1997)

5 Scientific Inquiry “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” (NSES - NRC, 1996, p. 31)

6 Goals of Science Education  Construct scientific knowledge  Understand the nature of science and Science-Technology-Society- Environment (STSE) interrelationships  Develop scientific and technological skills and attitudes that support scientific habits of mind

7 Scientific Literacy Framework  Foundations of Scientific Literacy  Learning Contexts  Units of Study

8 Foundations of Scientific Literacy  Skills  Knowledge  STSE  Attitudes

9 Units of Study Life SciencePhysical ScienceEarth and Space Science 6  Diversity of Life  Understanding Electricity  Principles of Flight  Our Solar System 7  Interactions within Ecosystems  Mixtures and Solutions  Heat and Temperature  Earth’s Crust 8  Cells, Tissues, Organs, and Systems  Optics and Vision  Fluids and Density  Water Systems on Earth 9  Reproduction  Characteristics of Electricity  Atoms and Elements  Exploring our Universe

10 Learning Contexts  Scientific Inquiry  Technological Problem Solving  STSE Decision Making  Cultural Perspectives

11 Scientific Inquiry  Students address questions about the nature of things, involving broad exploration as well as focussed investigations.

12 Scientific Inquiry  Processes of scientific inquiry include: Designing, planning, and implementing investigations Collecting, analyzing, and interpreting data Proposing explanations and making new predictions Communicating results using various media (scientific paper, lab report, visual presentation)

13 Scientific Inquiry  HT7.2 Explain how understanding differences between states of matter and the effect of heat on changes in state provide evidence for the particle theory. Investigate the effects of changes in temperature on solids, liquids, and gases.

14 Technological Problem Solving  Students seek answers to practical problems requiring the application of their science knowledge in new ways to address human needs or wants.

15 Technological Problem Solving  TPS uses iterative design processes, including: Proposing, creating, testing prototypes Analyzing and interpreting results Communicating methods and results (design report)

16 Technological Problem Solving  MS7.2 Investigate methods of separating the components of mechanical mixtures and solutions, and analyse the impact of industrial and agricultural applications of those methods in Saskatchewan. Use a technological problem solving process to design, construct, and evaluate a prototype of a process or device for separating a mechanical mixture or solution (e.g., purifying drinking water, separating household waste).

17 STSE Decision Making  Students identify questions or issues and pursue scientific knowledge that will inform the question or issue.

18 STSE Decision Making  Processes include: Clarifying an issue, identifying stakeholders viewpoints, evaluating available research Generating, implementing, and evaluating position statements or courses of action Identifying results of decision or action Communicating and/or taking action (research project, position paper, role play, deliberative dialogue, debate, case study, action plan)

19 STSE Decision Making  EC7.2 Identify locations and processes used to extract geological resources of the Earth, including rocks and minerals, and examine the impacts of those processes on society and the environment. Suggest solutions to problems that arise from applications of science and technology, taking into account potential advantages and disadvantages (e.g., managing mine tailings and pollutants; reclamation of open pit mining sites; ecological impact of pipelines; resource depletion; erosion due to forestry, mining, and agriculture; and urbanization).

20 Cultural Perspectives  Students recognize and respect knowledge systems that various cultures have developed to understand the natural world and technologies they have created to solve human problems

21 Cultural Perspectives  Indigenous ways of knowing include: Experiential learning – listening, observing, intuitive awareness, participating, and experiencing Place-based knowledge to solve practical problems Honouring the protocols for obtaining this knowledge from a knowledge keeper, and taking responsibility for knowing it. Interrelatedness, connectedness, spirituality

22 Cultural Perspectives  IE7.1 Examine and explain First Nations and Métis lifestyles and worldviews as they relate to ecosystems. Analyze First Nations and Métis worldviews with respect to the land, people, animals, and plants and the spiritual interrelatedness and interdependence between these elements.

23  Textbook Teacher guide  Fiction, non-fiction  DVD / videos  Posters  Websites / databases  Materials / equipment / supplies Kits Resources

24 Time Allocation  Elementary minutes per week  Middle minutes per week  Science 10 - compulsory for all students  Senior Sciences - one required from  Physics 20  Biology 20  Chemistry 20  Computer Science 20  Physics 30 *  Biology 30  Chemistry 30 *  Computer Science 30 *

25 Professional Learning  Situated in teachers’ regular work Examining student assignments Reviewing and selecting instructional materials Developing exemplary lessons Coaching and mentoring with accomplished teachers Reading and discussing research on how children learn science (Ball & Cohen, 1999; Loucks-Horseley, Love, Stiles, Mundry & Hewson, 2003; Sparks, 2002)

26 Contact Dean Elliott Science Consultant Ministry of Education