Education 3601Principles of Curriculum and

InstructionScience

• Instructor: Paul Stevenson

• Outline for January 10, 2007– Review of Day 1 (Nature of

Science)– WebQuest Assignment– Learning Science and

Science Instruction• Using principles of

Learning– Conversation with a science

teacher– Resource Exercise – 2:30

Curriculum Library

Class 2 –Ed 3601 Resources; Learning Science

Class 2 –Ed 3601 Resources; Learning Science

• Outcomes of Class 2:• Students will:

– Apply the Nature of Science ideas discussed in class 1 to an activity in a science resource and applying the Program of Studies.

– Observe the KSA organization within the Program of Studies

– Apply learning processes and the learning cycle to a lesson plan

– View WebQuests– Investigate science resource materials

in the Curriculum Library

Ed 3601 – Review of Day 1: The Nature of Science

• Science is…– The empirical basis of

science• Example: Fertilizer versus

composting• Other examples?

Partial

Full Descriptive

Comparative

Experimental

Ed 3601 - Inquiries

Science and the Program of Studies: Foundations – How does the Nature of Science fit?

http://www.education.gov.ab.ca/k_12/curriculum/bySubject/science/sci7to9.pdf

Ed 3601 – Further to Day 1: The Nature of Science

•Example Inquiry–Inquiry 1-B, Science Focus 9 : Read pp. 13-14

Emphasis of Unit (p. xv)Which Level of Inquiry?

Partial or Full? (pp. 165/166 Roscoe) Which type of Inquiry?

Descriptive, comparative, experimental?

-The P of S and KSA’s (p. xvi)•Knowledge outcomes?•Skills outcomes?

–Connect each skill (p.14) to a part of the activity.

•Attitude Outcomes?

Ed 3601 – Further to Day 1: The Nature of Science

• Scientific Argument:

• Suppose your students acquired this data. Construct a Scientific Argument for the results.

Using the Diversity Index Investigation 1 - B

Student Result Runs Specimens Div IndexGroup

1X AAABC 3 5 0.61Y ABCC 3 4 0.82X ABCCC 3 5 0.62Y AABBBB 2 7 0.33Y AA 1 2 0.53X AAABC 3 5 0.64Y AAAAA 1 5 0.24X ABB 2 3 0.75X ABCD 4 4 1.05Y AABBBBC 3 7 0.4

Location: X (Natural); Y(Human Activity)

Ed 3601 – Further to Day 1: The Nature of Science

• How might you teach the procedure to make it less of a cookbook activity (deductive)and more discovery (inductive)?

(Chiapetta and Koballa pp. 150-151)

Ed 3601 – Review of Day 1: The Nature of

Science

Web QuestsEd 3601 – Web Quest Assignment

The Learning Cycle – Designing lessons and units with the cycle in mind

Ed 3601 – Learning Cycles (P. 49, fig. 2.1, Roscoe)

Focusing

ExplorationReflection and Application

Education 3601 – Learning Science: Learning Processes and the Learning

Cycle– Suppose you were a high

school science teacher starting Unit D – Energy Flow in Global Systems and you proposed to your students that their first assignment would be to present an issues paper relative to climate change. (Advanced Organizer, Learning Cycle)

Education 3601

4. Investigate and interpret the role of environmental factors on global energy transfer and climate

change

• describe and evaluate the role of science in furthering the understanding of climate and climate change through international programs (e.g., World Meteorological Organization, World Weather

Watch, Global Atmosphere Watch, Surface Heat Budget of the Arctic Ocean (SHEBA) project,

The Intergovernmental Panel on Climate Change (IPCC); the study of paleoclimates and models

of future climate scenarios)

• describe the role of technology in measuring, modelling and interpreting climate and climate

change (e.g., computer models, devices to take measurements of greenhouse gases, satellite

imaging technology)

• describe the limitations of scientific knowledge and technology in making predictions related to

climate and weather (e.g., predicting the direct and indirect impacts on Canada’s agriculture,

forestry and oceans of climate change, or from changes in energy transfer systems, such as ocean

currents and global wind patterns)

• assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on

the biosphere and the climate (e.g., compare the Gaia hypothesis with traditional Aboriginal

perspectives on the natural world; identify and analyze various perspectives on reducing the

impact of human activity on the global climate) Science 10 P of S, p.31

Education 3601 – Learning Science: Learning Processes and the Learning Cycle

– Small Group Activity: Following learning processes (pp. 34 – 38 Roscoe) and the learning cycle, (pp.183-189 Roscoe) what would you do in the first class on this topic?

• (Figures 2.1, p.49; 4.8, p. 109:fig. 6.4, p. 167)

Education 3601 – Learning Science: Learning Processes and the Learning Cycle

• Include Reference to each of the following learning processes:– Students’ prior knowledge– Active Learning– Social Learning– Language and social interaction– Emotions – Learning Cycle

• Also Reference the Learning Cycle by noting each phase in your lesson.

Ed 3601

Conversation with a Science Teacher – What would you like to know?

Education 3601• Assignment:

– Read pages 1 – 11 from the Science 10 Program of Studies and be prepared to discuss Program Foundations and Program Organization evident in science teaching in Alberta Schools

– Be prepared to state your topic for your Resource Creation Assignment.