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Science
A Component of the Curriculum and Instruction Course

(EDU1420 & EDU1450)

North Option, OISE/UT

2000/2001

Course Director: Lorne H. Cook (extension 2416)

Introduction:

This course has been designed to help beginning teachers refresh their understanding of Science and Technology and explore various teaching models and approaches to help students learn more effectively. The course will include components enabling teachers to work towards the Ontario College of Teachers' five "Standards of Practice for the Teaching Profession" (1999).

Course Aims and Objectives:

This course will provide students with the opportunity to develop knowledge and competency:

Recommended Readings:

There are no required texts for this course, but the following publications are highly recommended, along with the many handouts and WWW sites provided.

  1. Parry, T., & Gregory, G. Designing Brain Compatible Learning. Skylight Training and Publishing Inc. Illinois, USA, 1998.
  2. Bloom, W.J. Creating a Classroom Community of Young Scientists: A Desktop Companion. Irwin Publishing, Toronto, 1998.
  3. Tolman, M.N. & Hardy, G.R. Discovering Elementary Science: Method, Content and Problem-Solving Activities (2nd edition). Allyn & Bacon, Boston, MA, 1999.
  4. Bosak, D., & Puppa, B. Science Is. Scholastic, Richmond Hill, Ontario, 1991.
  5. Bryant, M. Integrating Technology in the Curriculum. Teacher Created Materials Inc. Huntington Beach, CA. 1996
  6. Esler, W.K. & Esler, M.K. Teaching Elementary Science (7th edition). Nelson Canada, Toronto, 1996

Science Documents:

  1. The Ontario Curriculum, Grades 1-8: Science and Technology, 1998 (Bring your copy to all classes).
  2. Common Framework of Science Learning Outcomes, K to 12 (Council of Ministers of Education, Canada, 1997).

Class Expectations:

There will be two components in the Course Assignments: as well, candidates are expected to have full attendance and participate in class activities, labs, discussions and group learning situations.

Science Web Site Lesson Plan: Using the internet websites provided, select possible activities that you could incorporate into a lesson at the primary, junior or intermediate levels. Develop a lesson plan using these activities. Include the materials and resources that would be needed for this lesson. Date due: December 4, 2000.

Assessment: For the above lesson plan, indicate what students would be expected to do to demonstrate their understanding of the concepts involved. Develop a rubric to show how you would assess student progress and report this to parents. Date due: February 8, 2001.

"The goal is to bring participation in real Science to each child in the school. He/she should experience Science not only from his/her textbook, the teacher or the expert - but from his/her own work, with his/her own hands with his/her own microscope, and his/her own laboured arithmetic... we are not disturbed by slowness, for what goes slow can run deep. To stroll into reality, the detail of it, and the context, to unravel and uncover it, is a better thing than to sprint past, reading the billboards of Science."

-Hawkins and Cook

Course Outline:

Session 1
Introduction to Course Outlines, and course expectations.
What are Science and Technology.
Exploring the process of Scientific Inquiry and the Steps int he Design Process of Problem Solving (introduced through group activities, and discussion).
Features of the new curriculum for Science and Technology (The Ontario Curriculum, Grades 1-8 Science and Technology).

Session 2
Teaching with the Brain in Mind, Designing Brain Compatible Learning - what research says about learning in the classroom.
Developing research skills: learning how to access information within and beyond the classroom community.
Using Scientific and technological equipment safely.
Planning for learning - how to plan, organize and monitor successful small group learning activities in Science.
Linking activities to learning expectations and assessment using sample strands from primary to intermediate levels.

Session 3
Developing observation, recording and analytical skills: qualitative/quantitative observations, scientific drawings, creating data tables, graphing, using computer applications.
Integrating Mathematics and Science.

Session 4
Communicating and reporting results.
Writing up a report, developing design folders, and exploring multimedia presentations (hyperstudio).
Examining Science displays, Fairs, and Science Olympics.
Incorporating problem solving strategies into the Science program: the discrepant event - building a better mousetrap.

Session 5
Modifying activities to meet the needs of special students.
Challenging high achievers.
Turning on the tuned off student in Science.
Working with culturally different students.
Encouraging girls in Science.

Session 6
Assessment and Evaluation (What's the difference?)
Learning how to develop rubrics to evaluate student progress.
Reporting to parents - tackling the new report card.

"If a person is to grow up, he needs first of all, access to things, to places, and to processes, to events, and to records. He needs to see, to touch, to tinker with, to grasp whatever there is in a meaningful setting. Access to reality constitutes a fundamental alternative to education."

-Ivan Illich