Convention 2009

Educators helping Educators Workshop:

Rick GuetterMarj Sutherland

Part IIPlanning with Essential Questions and BIG Picture ideas in mind

SummarySummary

Review of New Ministry Documents Fundamental Concepts Goals of Science New Course Descriptions

Big Ideas Worldview Integration Science Skills

Unit and Course Planning!

Review Fundamental ConceptsReview Fundamental Concepts

Review Science GoalsReview Science Goals::

to relate science to technology, society, and the environment

to develop the skills, strategies, and habits of mind required for scientific inquiry

to understand the basic concepts of science

-Science Curriculum 2008-Revised

  Review course DescriptionReview course Description example SNC4M1

This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues, and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills. -Science Curriculum 2008-Revised

 

Choose Worldview Themes Choose Worldview Themes (OCSTA convention (OCSTA convention 2007)2007)

• Course and unit themes are key

• Use these themes for worldview focus

• Integrate the devotional time• Always have a big picture• Integrate learning past,

present and future 

Telling with “retelling” in mind: STORYEncourages thinkingOften gets at deeper meaningCreates a brain image: IMAGINATIONMore areas of the brain are activeHeightens attention and retentionEncourages “connected memory”The importance of this goes WAY beyond your science lesson…Personal satisfaction with learning Group dynamic in the class improveEnhanced imagination improves Spiritual Health!This is crucial for all levels- especially applied level kids

Identify . . .Identify . . .. . . . . . CONNECTIONSCONNECTIONS

Review BIG IDEASReview BIG IDEAS::These are the new units for SNC4M1These are the new units for SNC4M1

Scientific Investigation Skills and Career Exploration

Medical Technologies Medical technologies can have positive and negative effects on

society, human health,

the economy, and the environment. Knowledge of medical technologies, and the science behind them, can help patients better understand their diagnoses and treatment options.

Pathogens and Disease Appropriate technologies and informed choices with respect to

personal behaviour can

limit the spread of pathogens and diseases. Methods used to control the spread of pathogens and diseases can have both positive and negative effects on human health.

Nutritional Science The nutrients and other substances found in foods affect

human health and well-being.

An understanding of the role of nutrients and other substances found in foods enables

people to make healthy lifestyle choices.

Science and Public Health Issues

An understanding of threats to public health helps individuals and societies adopt

appropriate practices to protect their health and the health of others. A global approach to public health is necessary to help prevent future pandemics.

Biotechnology Many social, ethical, and legal issues and conflicting

interests have to be considered when

determining the appropriate uses of biotechnology. Scientific knowledge helps individuals and society make informed decisions regarding biotechnology. 

Build UnitsBuild Units:: new formatnew format

Overall expectations Specific Expectations

Science , Technology and Environment Investigation, Communication Concepts (knowledge) -each category: themes,

issues, questions!

 

It really does mean something!

Integration throughout Course…Integration throughout Course…

Identify SCIENCE SKILLS (research, memory, graphing, data collection and analysis, lab skills, computer skills, etc.) – see unit A for each course!

  Identify GENERIC SKILLS (group

dynamics, interpersonal relationships, mentoring, seeking help, initiative, organization, dead-lines, etc.) –these are most likely your own, or have a school/grade wide focus.

SKELETON planningSKELETON planning::outline your courseoutline your course

• Keep end in mind – project, presentations, exam?• Divide your time –set unit boundaries and dates

for culminating activities (unit test, lab report, presentation, portfolio etc.)

• Review personal calendar/school calendar: Identify stress times in your life and in the life of the school

• Sketch in units: keep field trip or guest speaker ideas, time of year in mind

• Sketch in class type: lab, lecture, research time, evaluation days, presentation days, etc.

Good PlanningGood Planning:: Day of week, time of day (if this varies)

Intro activities

Prior learning: what do you already know

Discovery learning: what is this? How does it work?

Teaching activities

Lecture/power point/ handouts to fill in

Learning stations: involves movement!

Web/article/ textbook scavenger hunt: find info!

Lab activities

Whole class lab

Design a lab (teacher led or student led)

Lab stations (rotate)- great for smaller schools/ budgets

Guest speaker/Field Trip/ Video

Each unit should have at least one of the above

Call around! Bringing guests in is great!

Fun activities:

Game, demos outdoor / kitchen / gym

Research

Collecting and organizing information

Periodic work on a term project

Communication skills

Group work, Presentations (formal / informal)

Project Based learning:Project Based learning: Convert one of your units into a project based

activity (see sample topics etc.) Choose topics at the start of the course and

spread out the work Use the final product as all or part of

culminating activity Resist the desire to have a final exam

Exit interviews Presentation Portfolio Summary activity (outlines key concepts

and big picture ideas from each unit) 

Samples from the SVN3M1 course:

Healthy Communities theme focus Unit as a Term Project Idea Farming Atlas Activity-”two birds with one stone”

Real life learning vs memory work Prior and “Need to Know” knowledge

assessment activities Problem Solving/Issue based focus- content

makes sense Working with “Question and Answer” format

GROUP WORK GROUP WORK TIME! TIME!

Tasks: In subject groups,

choose a course to focus on

Review the course description and BIG IDEAS

Choose ONE unit and work through the unit planning

Design or share an activity or assessment piece that really works!

Wrap UpWrap Up

Encouraging words Closing prayer share email addresses etc. Pester the OACS/OCSTA to set up a

central website for us to post questions, share ideas, keep in touch etc.