Implementation for The Revised Ontario Curriculum, Grades 1-8: Science and Technology
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Implementation for
The Revised Ontario
Curriculum, Grades 1-8:
Science and Technology
1Key Components
o Planning With the End in Mind
o Integration of Instruction and Assessment
o Assessment for Learning
Ministry of Education Spring, 2008 2What Do We Want Students To Learn??
Fundamental Concepts,
Big Ideas, Overall Expectations
STSE’s (relationship between science and technology and
society and the environment),
Specific Expectations,
Investigation Skills
Ministry of Education Spring, 2008 3How Will We Know They Have Learned It??
Difference between Assessment FOR Learning and
Assessment OF Learning,
Performance (Culminating) Tasks
Ministry of Education Spring, 2008 4Planning With the End in
Mind
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?
Ministry of Education Spring, 2008 5Connecting with the LKDSB unit planner
UNIT CURRICULUM AND ASSESSMENT PLAN
Unit/Strand: Topic: Timeline:
END OF UNIT CULMINATING TASK(S)
Expectations/Big Ideas: Description of Task: Assessment Tool/Instrument: Assessment Criteria/
(i.e., project, presentation) (i.e., rubric, checklist) Look Fors:
Write Say Do (check one)
Expectations/Big Ideas: Description of Task: Assessment Tool/Instrument: Assessment Criteria/
(i.e., project, presentation) (i.e., rubric, checklist) Look Fors:
Write Say Do (check one)
6UNIT CURRICULUM AND ASSESSMENT PLAN (continued)
ENABLING LESSONS LEADING UP TO CULMINATING TASK(S)
Assessment
Diagnostic or Tool/Instrument How will you know when each child
Lesson Goal(s) and/or Focus of
Description of Student Task: Formative (i.e., anecdotal has reached the goals?
Instruction Assessment record, Assessment Criteria/Look Fors:
checklist)
1
Write Say Do
(check one)
2
Write Say Do
(check one)
3
Write Say Do
(check one)
4
Write Say Do
(check one)
5
Write Say Do
(check one)
6
Write Say Do
(check one)
7
Write Say Do
(check one)
7What Do We Want
Them To Learn??
o Fundamental Concepts
o Key ideas that provide a framework
for the acquisition of knowledge
o Help students to integrate in other
subject areas
o Understanding of concepts deepens
through grades 1-12
8What Do We Want
Them To Learn??
o Big Ideas
o Broad, important understandings
o Describe aspects of the fundamental
concepts
o Deeper understanding of basic concepts,
development of investigation skills, making
connections to new and unfamiliar contexts
9FCs, BIs, Goals, OEs
and SEs
6 FUNDAMENTAL Systems Structure Sustainability
and Change and
Matter Energy and and
CONCEPTS Stewardship Continuity
Interactions Function
Fundamental
Concepts
BIG
IDEAS
Goal 2
Goal 1 To develop the skills, Goal 3
To understand the
To relate science strategies, and habits of
mind required for basic concepts of 3 BIG IDEAS
and technology to
society and the scientific inquiry and science and
environment technological problem technology
solving
3 OVERALL EXPECTATIONS
Overall Overall
PER STRAND Expectation 1 Expectation 2
Overall
Expectation 3
Specific Specific
Specific Expectations Expectations SPECIFIC EXPECTATIONS
Expectations Developing Understanding
Relating Science Investigation and Basic Concepts CORRELATE WITH OVERALLS
and Technology to Communication Skills
Society and the
Environment
10STSEs …….
o Engage students in examining a variety of current world
issues.
o Consider impacts
o Enable students to develop a deep understanding of the
connections between science, technology, and society.
Ministry of Education Spring, 2008 11Where Is the Link Between
STSEs And A&E??
o Application category
o Application of knowledge in familiar and unfamiliar
contexts
oMaking connections among science, technology, society, and
and the environment
oProposal ways to deal with problems involving science,
technology, society, and the environment
Ministry of Education Spring, 2008 12Relating Science and Technology to Society and
and the Environment
1.1 assess effects of strong and stable structures on
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
may then have a negative effect on the
environment)
13Skills of Investigation
and Communication
“One must learn by doing the thing,
for though you think you know it – you
you have no certainty till you try.”
Sophocles
Ministry of Education Spring, 2008 14Investigation
reflecting selecting
gathering proposing
evaluating
planning
recording
recounting
experimenting
predicting describing
researching questioning
designing
observing
reviewing
discussing
building
Ministry of Education Spring, 2008 15Investigation
o 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.
o Involves students’ carrying out a fair test to explore their own
ideas on how the natural and/or human- made world works
o Hands on, minds on science and technology, learn by doing and by
thinking about it before, during, and after
Ministry of Education Spring, 2008 16Investigation Skills
o Scientific inquiry/experimentation
o Scientific inquiry/research
o Technological problem solving
Ministry of Education Spring, 2008 17Technological Problem
Solving
Technological problem solving involves:
o identifying a need or a problem
o determining a possible product or solution
o implementing the chosen solution
o evaluating the solution
o communicating the process
Ministry of Education Spring, 2008 18Inquiry
“Scientific inquiry refers to the diverse ways
in which scientists study the natural world and
and propose explanations based on the
evidence derived from their work.
Ministry of Education Spring, 2008 19The Skills Continua
o Scientific Inquiry/Experimentation
o Scientific Inquiry/Research
o Technological Problem Solving
o “an ordered series of descriptive statements that mark out students’
development along the road to mastery of these specific skills”
o “(to) provide teachers with a way of looking at what students can do so
that they can plan for further development of students’ skills.”
o Can be used as an achievement chart and as a rubric
20Combined Grades
o Students work towards achievement of their grade-specific curriculum
expectations
o Find the common elements – fundamental concepts, big ideas, skills
o Instruction, assessment, evaluation
Planning
o Lay out science and technology topics for the year first.
o Focus on fundamental concepts and “big ideas” – look for commonalities
commonalities
o Common culminating task
o Make connections
o Specific examples will be posted on the Elementary Program website
Ministry of Education Spring, 2008 21MOET has provided samples of year long, unit and individual
individual lesson plans
Grades 6/7 Science and Technology Science and Technology Language Connections Math Connections Other Connections
Topics and Skill Focus
Performance Tasks
September- Gr. 6 Space Scientific Inquiry: Media-Literacy/Creating Number Sense and Gr. 7&8: The Arts -
Nove Gr. 7 Pure Substances and Research Media Texts Numeration Drama (Particle
mber Mixtures Scientific Inquiry: Reading-Variety of Texts Measurement Theory)
Experimentation
November- Gr. 6 Properties of Air Technological Problem Writing- Informational Measurement Gr. 7&8: The Arts -
Febr and Principles of Solving text Geometry Visual Arts
uary Flight Scientific Inquiry: Reading- Informational
Gr. 7 Form and Function Research text
February- Gr. 6 Biodiversity Scientific Inquiry: Media Literacy, Data Management Gr. 7: Geography -
April Gr. 7 Interactions in the Research Writing (create a child’s Natural Resources
Environment Scientific Inquiry: book for Earth
Experimentation Day)
April-June Gr. 6 Electricity and Scientific Inquiry: Reading Number Sense and Gr.7: Geography – The
Electrical Devices Research Oral Communication- Numeration Themes of
Gr. 7 Heat in the Scientific Inquiry: Debate Geographic
Environment Experimentation Inquiry, Natural
Technological Problem Resources
Solving
22What do you need to know now?
Science and Technology is a more balanced program:
Balanced Science and
Technology Program
Understanding Basic
STSE Investigation
Concepts
23What’s next?
o After school networking sessions by
division/ one strand per term
o Teachers come together with other
teachers of the same grade to build plans
plans using the LKDSB unit planner
o Sharing/posting of all MOET plans
o Direct links to SEP kits
24And further…
o Just in time professional learning: unit
planning example on the net (like the
TWebEA video training)
o Enhanced web links to other resources
o Goal of LKDSB video lesson library…
Science and Technology looks like this
in the LKDSB!
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