ed 5860 curriculum in brief sept 29, 2010. what is a curriculum? a program put together a program...
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NB science Curriculum – general layoutTRANSCRIPT
Ed 5860Curriculum in Brief
Sept 29, 2010
What is a curriculum?• A program put together• Guideline or an outline grade-specific• Provincial guidelines for what teachers are to teach
[standards]
What is it’s purpose?• To see how your students progress related to the
standards• Give the teacher an idea of what expectations there are
for each grade level• To ensure that all students are taught to the same level
NB science Curriculum – general layout
Essential graduation learnings are statements
describing the knowledge, skills, and attitudes
expected of all students who graduate from high
school. Achievement of the essential graduation
learnings will prepare students to continue to learn
throughout their lives.
The Atlantic provinces' science curriculum is guided
by the vision that all students, regardless of gender or
cultural background, will have an opportunity to
develop “Scientific Literacy”
Goals of Canadian Science Education:
-To encourage all students to develop a sense of
wonder and curiosity
-To enable students to use science to gain knowledge
and solve problems
-To prepare students to address science issues in
society-To provide students with a science foundation for
future interests and/or occupations
STSE (Science, Technology, Society, and the
Environment) – Students will develop an
understanding of the nature of science and
technology, of the relationships between science
and technology, and of the social and
environmental contexts of science and technology.
Skills - Students will develop the skills required for
scientific and technological inquiry, for solving
problems, for communicating scientific ideas and
results, for working collaboratively, and for making
informed decisions.
Knowledge – Students will construct knowledge
and understandings of concepts in life science,
physical science, and Earth and space science, and
apply these understandings to interpret, integrate,
and extend their knowledge.
Attitudes – Students will be encouraged to develop
attitudes that support the responsible acquisition
and application of scientific and technological
knowledge to the mutual benefit of self, society,
and the environment.
Let’s look at an example lesson plan. Go to the plan
entitled “Friction in Our Lives” at the following
link:
http://school.discoveryeducation.com/lessonplans/progr
ams/frictioninourlives
/
With a partner, group, or on your own, take a few
minutes to examine this lesson plan and see if you
can find the elements that would, in a general
sense, meet the four general curriculum outcomes
that we have outlined
STSE –• Explaining the interactions of the forces (nature of science)
• Demonstrating the nature of scienc by actually creating the ramp to show the effects
• Students will make a mini news article about how friction plays a role in sports
Skills –
• Collecting and analyzing data
• Problem solving by having the students compare the two surfaces
• Making observations & notetaking
• Students learn how to make predictions and observations
Knowledge –
• Learned the difference between different forces
• How fast or slow the car moves on different surfaces
Attitude –
• Children have the opportunity to become involved and ask questions
• Invite children to make miniature models
• Generates interest & appreciation for science
Designing Elementary
Science Projects
Personally Meaningful•Culturally relevant – (e.g. native, age-relevant, everyday activities)•Giving choices of project topics•Interesting to both boys & girls•Hands-on/experiential•Use your experiences and children around for ideas•Make it interesting for yourself, thus your enthusiasm will encourage the students•Make it something the students are interested in!
Fulfills Educational Purpose
•Curriculum Outcomes•Hidden Curriculum•Cross-Curricular Learning / Holistic Learning
7 Elements of Project Design
1. A need to Know2. A Driving Question3. Student Voice and Choice4. 21st Century Skills5. Inquiry and Investigation6. Feedback and Revision7. A publically Presented
Product
A need to Know• Making the project relevant• Encourages students to take ownership• Need to know what is going on in the world around them or the
environment near and far• Give the project a purpose greater then an assignment laid out
by the teacher
A Driving Question• Gives the students motivation, focus, purpose, and
specific challenges• Gets the students attention• Sets the stage…something to go by• Gets students involved• Gives students the urge to learn more
Student Voice and Choice
• Freedom to voice their opinions/comments• Providing opportunities for student to learn
more through choice• To meet their needs• Allows students the opportunity to contribute to
project goals etc.• Students decide what they want to learn out of
the project
21st Century Skills• Technological• Collaboration• Communication• Curriculum goals• Interactive skills• Problem solving• Teamwork• Critical thinking
Inquiry and Investigation
Feedback and Revision
• Peer assessment• Formative assessment - assessment for
learning• Summative assessment – assessment of
learning• Group discussions• Revisions allows student opportunities to self-
assess
A publically Presented Product
• Examples – parent-teacher; present to community; present to classmates; science fair; video; website;…
• Gives value and exercises value• Gives confidence in science and pride in their work• Encourages (scares) students into doing good work
Often when you are teaching you will find that what and
how you teach will be a conflict between what the
curriculum demands and the student needs. As a journal
response I would like you to respond to the following:
How will you, as a teacher,
respond to the conflict that is derived
from differential needs of the student
and the curriculum?
I am not looking for you to set a priority of one over the
other, rather I am looking for what process you will use to
decide upon your action.