1. 1 Science Grades 9-12

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3. 3 “People have different beliefs about what is important for students to learn in the here and now.” Educational Leadership: December/January 2004, pg. 8

4. 4 Inquiry Cube Challenge: What is on the bottom of the cube? Learn about the bottom of the cube based on observations about the other 5 sides. Cannot touch, the cube in any manner. You will need an observer/recorder to record everything the group does, says and considers.

5. 5 What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Fundamental Concepts Big Ideas Overall and Specific Expectations Learning Goals Strand A Sub Cluster 2

6. 6 Scientific Investigation Skills and Career Exploration Overall Expectations Organized under subheadings related to the four broad areas of investigation

7. 7 Developing Skills of Investigation and Communication Sub Cluster 2 - Specific Expectations

8. 8 Investigation The processes and skills defined in the science document reflect the work of professional scientists and are clearly differentiated from the content expectations but are meant to be integrated and linked to the specific expectations

9. 9 Investigation The focus on investigation and other key processes of science allow students to be thinkers and learners.

10. 10 Investigation Inquiry The diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Research Investigations aimed at seeking the discovery and interpretation of facts, revisions of accepted theories or laws in light of new facts, or practical application of such new or revised theories or laws.

11. 11 Inquiry and Research Students practice skills more fully and independently and in increasingly demanding contexts.

12. 12 Investigation “Students must be given opportunities to learn through investigation.” Science Grades 9 and 10 Revised p. 19 Provides key opportunities for students to extend their understanding in science. Investigations also enable students to develop the scientific skills and attitudes required to explore phenomena and events and to solve problems.

13. 13 Student’s mastery of these skills must be assessed and evaluated as part of students’ achievement of the overall expectations for the course. (pg. 17) How is this done? Scientific Investigation Skills and Career Exploration

14. 14 Connecting all of the Investigation Skills in the Document Broad Areas of Skills Initiating and Planning [IP] Performing and Recording [PR] Analysing and Interpreting [AI] Communicating [C ] Scientific Investigation Skills: Strand A Developing Skills of Investigation and Communication Overall Expectation and Specific Expectations

15. 15 Broad Areas of Skills Initiating and Planning Performing and Recording Analysing and Interpreting Communicating

16. 16 Scientific Investigation Skills and Career Exploration-Strand A Expectations in this strand describe the skills that are considered to be essential for all types of scientific investigation Apply to all areas of course content Must be developed in conjunction with learning in the “content” strands Expectation in this strand are to be done “Throughout the course”

17. 17 Creating Investigations Choose an expectation from the sub- cluster “Developing Skills of Investigation and Communication” E2.4 Plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water) [IP, PR, AI, C]

18. 18 Creating Investigations Look at the square brackets at the end of the expectation E2.4 Plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water) [IP, PR, AI, C] Broad Areas of Skills

19. 19 Creating Investigations Turn to Strand A and choose those expectations from Strand A that fit with the square bracket (i.e. cluster a group of expectations).

20. 20 Connecting all of the Skills in the Document E2.4 Plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water) [IP, PR, AI, C]

21. 21 What do I want them to learn? How will I know they are learning it? How will I design the learning so that all will learn? Planning with the End in Mind Assessment How will students demonstrate their knowledge and skills while they are learning? How will we monitor their progress? Exit cards, journal entries, observation, conversations, …

22. 22 Creating Investigations What would this “look like” in a classroom? The students would be…..? The teacher would be …?

23. 23 What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Evaluation How will students demonstrate their knowledge and skills when they have finished learning? What evidence will be produced? Products Observations Conversations

24. 24 Links to the Achievement Chart Initiating and Planning Performing and Recording Analysing and Interpreting

25. 25 Links to the Achievement Chart Initiating and Planning Performing and Recording Analysing and Interpreting Scientific Investigation Skills Communicating

26. 26 Assessment OF LearningFOR & AS Learning Evaluation Summative (after) Judging Assigning grades & reporting on achievement Assessment Diagnostic (before) & Formative (during, ongoing) Coaching Providing feedback to students & teachers to make decisions about next steps in learning

27. 27 What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Instruction Assessment

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29. 29 Stages of Investigation TypeOpen or Full Inquiry Coupled Inquiry Guided Inquiry Structured or Directed Inquiry ParticipantStudent Initiated Teacher Initiated Teacher Initiated, Students Performed Teacher Initiated and Performed

30. 30 Maureen Callan Education Officer Maureen.callan@ontario.ca

31. 31 Development of STSE’s “Students are presented with a specific practical, real, or hypothetical problem (or set of problems) to solve.” “Problems are defined as having no specific correct solution, requiring knowledge construction on the part of the students, and requiring sustained attention beyond a single lesson.” Problems as Possibilities: Problem-Based Learning for K-16 Education; ASCD

32. 32 Purpose of STSE’s Engage students in examining a variety of current world issues. Ground scientific knowledge in the realities of these issues. Enable students to develop a deep understanding of the connections between science, technology, society and the environment. Develop students’ abilities to make informed decisions, and to take responsible action to address issues arising from the impact of science and technology on the environment and in their daily lives

33. 33 STSE’s Are Designed to Set the context for learning for each grade level and subject Apply previously acquired knowledge and skills

34. 34 Structure of the STSE’s Specific Expectation Broad Areas of Skills Links Sample Issues Sample Questions

35. 35 What to do with STSE’s DaysEvents Day 1Set the context using the STSE. Pose a question or issue to answer Days 2-10 Build and acquire the knowledge and skills to help answer the question or issue Develop a portfolio, journal, notebook as information to answer question or issue Day 12 Culminating activity Answer the question or issue based on knowledge and skills gather throughout the “unit”

36. 36 Deconstructed STSE Relating Science to Technology, Society and the Environment D1.2 assess, on the basis of research, the effectiveness of some current individual, regional, national, or international initiatives that address the issues of climate change (e.g., Drive Clean, ENERGY STAR, federal and provincial government rebates for retrofitting older buildings to be more energy efficient, carbon offset programs, community tree-planting programs, municipal recycling programs, Intergovernmental Panel on Climate Change [IPCC]), and propose a further course of action related to one of these initiatives [PR, AI, C]

37. 37 research propose actions Deconstruction Template STSE Initiative information Science Technology Issues of climate change Environment Effectiveness of initiatives Society

38. 38 Deconstructing STSE’s In your subject group pick any overall or a specific STSE expectation Using the deconstructing template, place the expectation in the middle and brainstorm the different parts of the expectation.