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Ontario Institute for Studies in Education
OISE/UT
University of Toronto
Additional Basic Qualification
Intermediate Division
Science
BLACKBOARD ONLINE FORMAT
Course Code: EAQ1301Y
COURSE OF STUDY
Summer 2012
July 4 – July 27
Instructor: Janine Extavour
1.
Introduction
The Additional Basic Qualification (ABQ): Intermediate Science - General has been designed according
to the requirements set out by the Ontario College of Teachers, as identified in Regulation 184/97,
Teacher’s Qualifications. As such, it integrates the Standards of Practice for the Teaching Profession
and the Ethical Standards for the Teaching Profession and meets the legislative requirements
included in Regulation 184/97. The outline of the course content and expectations are based on the
Ministry of Education and Training, The Ontario Curriculum Grades 1-8: Science and Technology, 2007
The Ontario Curriculum, Grades 9 & 10: Science 2008 (revised), and the College of Teachers
Additional Qualifications Course Guideline, Intermediate Division, Science. The underlying purpose of
the ABQ in Intermediate Science is to extend the skills and knowledge of teachers in the design,
delivery and assessment of a science program delivered at the senior level.
The course examines the expectations of intermediate science education, strategies for implementing
the expectations, and methods and instruments suitable for assessing the attainment of the
expectations for students studying in the senior division. It also integrates the standards of practice
and ethical standards for the teaching profession as they pertain to Science Education at the
intermediate division through case studies, in-class discussions, readings, analysis and applications to
teaching practice.
The course is designed so individual students can earn accreditation in Intermediate Science which
will be recorded on the Certificate of Qualification issued to members of the College.
2. Background
The ABQ in Intermediate Science is a prerequisite for teaching Science University and College
preparation courses in the intermediate division. Candidates for this course must have the requisite
science background. The prerequisite for the course is 5 full courses in science at the university level.
Validity of the courses on the transcripts is determined by the Registrar of the university offering the
course.
Teachers who would be interested in obtaining this qualification include teachers who want to teach
science at the intermediate level and do not have the qualification, teachers who are making
divisional changes, teachers who plan to move into administrative positions, teachers who are new to
the Ontario school system and teachers who are interested in further professional development in
science education.
As an additional basic qualification, this course explores the development of adolescents, program
planning and delivery issues, the elementary and secondary school environment and other issues
related to teaching and learning in grades 7 through 10. At least one half of the course concentrates
on subject specific curriculum.
3. Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching
Profession.
The Foundations of Professional Practice, of the Ontario College of Teachers, serve as the guiding
principles for the Additional Basic Qualification: Intermediate Division Science course. A commitment
to a clear vision of what it means to be a teacher is at the core of teacher professionalism. The
Standards of Practice for the Teaching Profession (revised 2006) are:
Commitment to Students and Student Learning
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Members are dedicated in their care and commitment to students. They treat students equitably
and with respect and are sensitive to factors that influence individual student learning. Members
facilitate the development of students as contributing citizens of Canadian society.
Professional Knowledge
Members strive to be current in their professional knowledge and recognize its relationship to
practice. They understand and reflect on student development, learning theory, pedagogy,
curriculum, ethics, educational research and related policies and legislation to inform professional
judgment in practice.
Professional Practice
Members apply professional knowledge and experience to promote student learning. They use
appropriate pedagogy, assessment and evaluation, resources and technology in planning for and
responding to the needs of individual students and learning communities. Members refine their
professional practice through ongoing inquiry, dialogue and reflection.
Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning
communities. They recognize their shared responsibilities and their leadership roles in order to
facilitate student success. Members maintain and uphold the principles of the ethical standards in
these learning communities.
Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is integral to effective
practice and to student learning. Professional practice and self-directed learning are informed by
experience, research, collaboration and knowledge.
4. Learning Expectations
The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching
Profession have been embedded in the learning expectations for the ABQ Intermediate Division
Science.
This Additional Basic Qualification course has the following learning expectations for candidates:
E1.
E2.
E3.
E4.
E5.
E6.
E7.
E8.
E9.
Understanding and implementing Ministry of education curriculum expectations and ministry
of Education and district school board policies and guidelines related to the senior division
student
Having the theoretical understanding and foundation necessary to design, implement and
assess programs for the senior division student
Understanding how to use, accommodate, and modify expectations, strategies and
assessment practices based on the development or special needs of the senior division
student
Creating learning environments conducive to the intellectual, social, emotional, physical,
linguistic, cultural, spiritual and moral development of the senior division student
Working collaboratively with in-school personnel, parents/guardians and the community
Accessing a variety of resources, including technological resources, within and beyond the
educational system to enhance and support student learning
Demonstrating the ability to integrate information and communication technology into
teaching practice
Demonstrating an openness to innovation and change
Inquiring into practice through reflection, active engagement and collaboration
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5. Curriculum Content, Additional Basic Qualification: Science-General.
Choices into Action
Ontario Secondary Schools, Grades 9-12
Program Planning and Assessment, Grades 9-12
The Ontario Curriculum, Grades 9 and 10: Science 2008 (revised)
The Ontario Curriculum, Grades 1-8: Science and Technology 2007 (revised)
Individual Education Plans: Standards for Development, Program Planning and Implementation
Environmental Education, Grades 9-12: Scope and Sequence of Expectations (2008)
Successful candidates will demonstrate their understanding and ability to apply the following:
A. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching
Profession.
B. Theoretical Foundations for Working with the Adolescent/ Young Adult Learner
 Understanding theories of development (social, emotional, physical, intellectual,
linguistic, cultural, spiritual and moral), both historic and current, as they relate to the
adolescent/young adult learner
 Understanding learning theories and the particular learning needs of the
adolescent/young adult
 Understanding theories of exceptionality as they relate to the adolescent/young adult
learner
C. Program Development, Planning, Implementation and Assessment and Evaluation
 Understanding the theoretical foundation of Science- General
 Understanding learning theory specific to Science - General
 Demonstrating knowledge of Ministry of Education curriculum policy
 Demonstrating knowledge of Ministry of Education policies that relate to
the adolescent/young adult learner
 Recognizing and understanding curricular implications of educational
destinations – work, college and university
 Identifying, accessing, assessing and integrating community, print, electronic and
collegial resources that link closely to the Ontario
curriculum
 Employing instructional strategies appropriate for the adolescent/young
adult learner for both individual and group learning experiences
 Using, accommodating, and modifying expectations, strategies and
assessment practices based on the developmental or special needs of
adolescent/young adult students
 Understanding, devising and employing a variety of assessment and
evaluation instruments appropriate to the developmental stage of students
and the delivery of the curriculum
D. The Learning Environment
 Understanding the impact of a positive classroom community on student behaviour and
learning
 Developing and fostering a positive classroom community with a focus on
the social cohesiveness and development of the group
 Implementing effective classroom management strategies appropriate for
the adolescent/young adult learner in Science - General
 Planning and organizing an effective and safe program for the
adolescent/young adult classroom in Science - General
 Identifying factors in a diverse and changing society that impact on the
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adolescent/young adult learner (e.g., media, technology, socioeconomic
status, family patterns, language, culture, gender)
 Understanding the environment and culture of elementary and secondary
schools
E. School, Parent/Guardian and Community
 Understanding the importance of communicating with, involving and
supporting parents
 Understanding and employing a variety of effective communication
strategies for collaborating with parents and others
 Explaining expectations, programs, observations and assessments to
parents/guardians
F. Legislation and Policy
 Recognizing teachers’ legal obligations and responsibilities according to
current provincial legislation
 Identifying provincial legislation, local policies and procedures and
community norms that impact on the education of the adolescent
learner/young adult
 Knowing and understanding policies and procedures relating to sexual
abuse and harassment
 Recognizing legal issues related to adolescents/young adults (e.g., substance abuse,
violence)
6. Instructional Practice
In the delivery of this Additional Qualification course, instructors will use strategies that are relevant,
meaningful and practical in providing candidates with learning experiences about program,
instruction, assessment and evaluation. These include but are not limited to, small group interaction,
action research, peer presentations, independent inquiry, problem solving, co-operative learning, and
direct instruction. Instructors honour the principles of adult learning, recognize candidates to create
support networks and receive feedback from peers and instructors and share the products of their
learning with others. Opportunities for professional reading, reflection, communication and
expression are also in parts of the course.
7. Assessment and Evaluation of Candidates
At the beginning of the course, candidates are provided with the specific expectations and forms of
assessment and evaluation that will be used throughout the course. A balanced approach to
candidate assessment and evaluation is used. It includes the combination of self and peer assessment
and instructor evaluation, and models best practice. Candidates will demonstrate their learning
through performance, written and oral assessments. There are opportunities for both formative and
summative evaluation.
Central to teachers enrolled in ABQ courses is the opportunity to be engaged in productive and
meaningful work. Assignments and projects will include practical materials that help teachers make
the connection between theory and practice. In general, assignments will allow candidates, flexibility,
choice and individual inquiry opportunities, while acknowledging the importance of meeting course
objectives and deadlines, and following procedures and guidelines.
5
Tools for assessment and evaluation will include:
1)
i)
ii)
iii)
iv)
2)
Mini Unit Plan design (25%) including:
Creation of an original unit overview (10%)
Creation of an original unit test (6%)
Creation of an original culminating task for the unit (8%)
On-line resource sharing (1%)
vi)
Concept Presentation (20%) including
Lesson Plan
Lesson Scope and sequence
One applicable science demonstration
One activity to illustrate the concept
A handout including suggested labs, activities, resources, web sites which peers can use
for lesson planning
Reflection and demonstration of professional growth
i)
ii)
iii)
In class activities and on-line conference participation (55%)
Participation in class discussions/wikis (20%)
Participation and completion of lab based activities and discussions (15%)
Participation in additional assignments and activities(20 %)
i)
ii)
iii)
iv)
v)
3)
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8. Course schedule
This course is divided into themes as follows
1) Laboratory practice
i) safety in the science classroom
ii) responsibilities of the teacher and student
iii) organization of the science lab
iv) instructions to students
v) student and teacher pre-lab preparation
vi) conducting experiments: practical lab work
vii) assessment and evaluation of lab work and lab reports
2) Teaching Strategies
i) Problem solving
ii) Concept attainment
iii) Cooperative learning
iv) Socratic
v) Questioning techniques
3) Assessment and Evaluation
i) Diagnostic
ii) Formative
iii) Summative
iv) Relation to Achievement Chart Categories
v) Assessment Tools
4) Learning Strategies
i) Discovery
ii) Inductive and deductive
iii ) Constructivists
5) Differentiation in the science classroom
i) learning styles
ii) learning readiness
iii) cognitive development as it relates to the senior level
iv) program modifications for diversity of learners
6) Scientific Models and demonstrations
7) Science, Technology, Society and the Environment
8) Classroom applications of technology
9) Inquiry learning in science
i) Action research
ii) Designing inquiry activities
10) Field Trip design
9. Readings and Resources
Resource books and Texts
A Demo a Day: A Year of Biological Demonstrations, Bilash II, B and Shields, M., Flinn Scientific, Inc., 2001.
A Demonstration-A-Day for high school chemistry, Revised, McMillan M., The Science Source, Maine 2000.
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A Demonstration A Day, A Year of Chemical Demonstrations, Vol 1 & 2, Gross G. et al, Flinn Scientific Inc.,
Illinois, 1995.
Anatomy Coloring Book, The (3rd Edition), Kapit, Wynn and Lawrence M. Elson. Benjamin Cummings,
2001. The Anatomy Coloring Book and other colouring books in the series offer concisely written text and
precise, extraordinary hand-drawn figures, organized according to body systems.
Biology 11, Galbraith. D., et al. McGraw-Hill Ryerson Pub., Toronto: 2002. Ministry accepted text that
matches curriculum expectations.
Biology 11, Ritter, B. et al. Nelson Thomson Learning. Toronto: 2002. Ministry accepted text that matches
curriculum expectations.
Biology 11 College Preparation, Nelson Thomas Learning. Toronto: 2003. A highly readable resource that
addresses the needs of a larger and more diverse student base by placing a larger emphasis on STSE and
practical applications instead of theory.
Biology 12, Blake L. et. al. McGraw-Hill Ryerson Pub., Toronto: 2003. Ministry accepted text that matches
curriculum expectations.
Biology: Concepts and Connections (6th Edition) (My Biology Series), Campbell Neil et al., Benjamin
Cummings, 2008. For all readers interested in learning the basics of biology.
Biology with Mastering Biology? (8th Edition) (Mastering Biology Series), Campbell Niel and Jane B. Reese,
Benjamin Cummings, 2007. One of the best-selling biology textbooks in the world.
Biological Science: An Ecological Approach, 7th ed., BSCS, Dubuque, Iowa, Kendall/Hunt Publishing Co.,
1992. One of a number of texts which explore the concepts of biology using an inquiry approach.
Biology on a Shoestring, Bellamy, Mary-Louse, ed., National Association of Biology Teachers, 1995. A novel
collection of 15 inexpensive labs focusing on ways of thinking and creating labs.
Chemical Demonstrations, A Handbook for Teachers of Chemistry, Shakhashiri B. Vol 1-4, University of
Wisconsin Press, 1983.
Chemical Demonstrations, A Sourcebook for Teachers, Vol 1& 2, Summerlin L. and Ealy J., American
Chemical Society, Washington DC, 1988. Great demonstrations and analyses for the senior chemistry
classroom
Cranial Creations, Downing, Charles, and Miller, Owen, J. Weston Walch, Pub., 1990. A collection of 45
cooperative learning activities for the biology class.
Essential Experiments for Chemistry, Morrison D. and Scodellaro, D. SMG Lab Books, Canada 2005. A great
book for labs that cover the curriculum in senior chemistry.
Using Fast Plants and Bottle Biology in the Classroom, NABT, 1992. The instructional materials developed
by the National Council for Agricultural Education are excellent.
Teaching Critical Thinking Skills in Biology, NABT, 11250 Roger Bacon Drive, #19, Reston, Virginia, 220905202, USA. This monograph provides practical techniques and procedures for teaches to apply in the
classroom to help foster students’ critical thinking skills.
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Together We Learn, Clarke, Judy et al., Prentice-Hall Publishers; a good first book on cooperative learning
and how it might be used effectively in all subject areas.
Flinn ChemTopic Labs, Experiments and Demonstrations in Chemistry,Vol 1-23 Cesa I et al, Flinn Scientific
Inc., Illinois 2003. Great lab and demonstration ideas for the chemistry classroom
Idea Bank Collation, Talesnick I. 3rd ed, 1000 Islands Publishers, Gananoque, Ontario 1991. A collection of
ideas for the science classroom.
Invitations to Science Inquiry, Liem. T. 2nd Ed. Science Inquiry Enterprises, California. 1992. Over 400
Discrepant Events to interest and motivate students in learning science.
Twenty Demonstrations Guaranteed to Knock your Socks off! Becker Bob Vol 1. Flinn Scientific, Illinois,
1994.
Journals
The following is list of science journals that subscribing to has kept teachers both up to date and has been
useful in providing novel ideas for the classroom.
Journal of Chemical Education
Journal of Chemical Education
Circulation Services
P.O Box 1267
Bellmawr, NJ USA
08099-1267
Wwwjce.devched.org
Crucible (http://www.stao.org/)
Science Teachers’ Association of Ontario
Box 771
Dresdon, ON, NOP 1M0
Phone: 1-800-4761-2264
School Science Review
ASE College Lane
Hatfield, Hertz, U.K.
AL109AA.
Chem 13 News
Department of Chemistry
University of Waterloo,
Waterloo, ONT
N2L 3G1
www.chem13news.uwaterloo.ca
Chemmatters
American Chemical Society
1155 Sixteenth Street, NW
Washington, DC 20036 USA
New Scientist
Free Post (CY 1061)
Hayward Heath West
Sussex, UK
RH163ZA
American Biology Teacher
National Association of Biology
11250 Roger Bacon Dr, 19
Reston, Virginia
USA, 22090
The Science Teacher
(NSTA) http://www.nsta.org/
1742 Connecticut., NW
Washington, D.C.
U.S.A. 20009
Journal of Biological Education,
c/o Institute of Biology
20 Queensberry Place
London, U.K.
SW7 2DZ
www.acs.org
Science and the Internet
The following is a short list of addresses for some specific sites for science resources on the Internet for
both the teacher and the student.
Website
http://accessexcellence.com
http://chemmovies.unl.edu/chem_source_pdf/ChemSource.html
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Topic and Description
Site for Health and Bioscience Teachers and
Learners – a wealth of lesson plans and
activities
This is a phenomenal collection of resources,
Website
http://www.nsf.gov/discoveries
Topic and Description
innovative activities and teaching techniques
for senior chemistry concepts. If you are having
any difficulty with your concept presentations,
you will find ideas and activities here.
A site that provides students with resources for
their science courses
This is an excellent journal even if the
subscription is a little pricey. The journal
includes academic, university level articles as
well as amazing articles and innovative
teaching ideas for the high school teacher.
There website is worth exploring.
National Science Foundation – New Discoveries
http://biology.about.com
All about Biology
http://www.biologycorner.com
Resource site for students and biology teachers
http://www.csun.edu/chemteach
California State at Northridge has a great
support site for chemistry teachers at any level.
There is a listserve for which you can register at
this site. Look carefully for the blue buttons
(they are tiny). Hit "join us" to sign up for the
listserve. Hit "resources" to find an incredible
cache of chemistry materials at all levels. Hit
the "labs link" to find demonstrations,
experiments, on line labs, safety tips and lab kit
reviews.
This site is hosted by a U.S. science supply
company, Flinn Scientific. It is an awesome site
with links to Chemistry, Biology,
Earth/Environment, Physics and General
Science. There are also lots of great products.
Unfortunately, very few of their products
involving chemicals are allowed to cross the
border.
The Chemistry Institute of Canada focuses on
post-secondary chemistry but they have a
number of programs for high school students in
Canada, including, National Chemistry Week
activities, Science Fairs and National Chemistry
Contest. Chemistry Teachers should be aware
of these activities
The department of Chemistry at the University
of Waterloo has two exams for high school
students (grade 11 and grade 12). Chemistry
teachers should be aware of these.
The American Chemical Society publishes
Chemmatters magazine which is a great
resource for teachers and students. They also
have useful books and products for high school
chemistry instruction.
http://www.execulink.com/~ekimmel/about.htm
http://jchemed.chem.wisc.edu
http://www.flinnsci.com
http://www.cheminst.ca/index.cfm/ci_id/1452/la_id/1.htm
http://www.chemistry.uwaterloo.ca
http://portal.acs.org/portal/acs/corg/content
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Website
http://www.teachersource.com
http://www.stevespanglerscience.com
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm
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Topic and Description
Educational Innovations sells many products
for making your science classroom interesting
The Steve Spangler site has great videos of
demonstrations that would interest high school
students and are applicable to the senior
science curriculum. There are also great
products on his site.
Case studies in Science collated by the State
University of New York at Buffalo. Great for
STSE in senior chemistry
APPENDIX A: OVERVIEW OF ASSIGNMENTS AND METHODS OF EVALUATION
The final grade for this program is based on several component parts. These are summarized on a sheet
entitled “Evaluation Plan” which you can use as a progress chart to record your achievement on each of
the parts. These pages describe and explain the different components in more detail. Note: All items for
evaluation must comprise different topics at the senior level whenever curriculum items are involved.
A.
The Concept Presentation and Critique includes researching resources for an assigned
concept in one of the four science disciplines at the grade 11 or 12 level, and planning and posting a
presentation on the teaching of the concept. (The discipline will be determined by the credit being
earned) Candidates are to work in pairs if possible.
The presentation should overview the concept, identify resources, activities and demonstrations for
teaching the concept to senior level students, identify potential areas of difficulty, and illustrate and
discuss teaching strategies. The presenter(s) will post a summary of the concept materials to peers
and the instructor. The concept will be critiqued by the presenter(s) and a report and reflection on
the experience and will be submitted to the instructor. (20%)
B.
The Mini-Unit Plan involves a small team (maximum 3/group) working together to prepare a
20 lesson overview, a unit test, and a culminating task for one of the topics from the Ministry
of Education The Ontario Curriculum: Grades 11 & 12: Science, (1999). See Assignment: Unit
Planning. Students shall prepare a Mini Unit Plan in the Subject they are earning.
a)
b)
c)
d)
C.
Unit Overview (10%)
The unit-planning group will sequence the expectations (using codes) for a unit
into lessons, will describe detailed lesson and assessment tools to achieve the
expectations and list valid and varied evaluation methods or strategies that
support the achievement of the expectations.
Unit Test (6%)
Each unit-planning group will create a ready-to-use end of unit test and scoring
scheme. Submit two copies, one with answers and one with marking scheme.
Culminating Task and Assessment Tools (8%)
Each unit-planning group will prepare a culminating task to be used at the end of
the unit to assess students’ ability to integrate key expectations for the unit.
Revising and Sharing Resources (1%)
Members of the unit-planning group will revise the above materials based on the
instructor’s comments before sharing them with peers.
In Class Activities. Instructors will assign additional tasks in connection with the day-to-day
class activities. The remaining points in this section will be awarded on the basis of your work
and participation in the course activities including the thoroughness of your
recommendations to the concept lesson leader (55%)
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APPENDIX B: GRADING FRAMEWORK
The following table summarizes the generic framework that will be used by your instructor to guide
assessment and evaluation practices. Candidates will find this framework helpful for interpreting grades
for all assignments. A grade in the A range corresponds to a level 4 as defined by the Ministry of
education and Training. Grades in the B, C, and D ranges correspond to levels 3, 2, and 1 respectively.
Level
Letter
Grade
Percentage
Range
Four
A+
90-100
A
85-89
A-
80-84
Three
B+
77-79
(Standard)
B
73-76
B-
70-72
C+
67-69
C
63-66
C-
60-62
D
50-59
Two
One
Fx
0-49
Description
Work of exceptional quality.
The content, organization and style are all at a high level and
move the discussion well beyond what was covered in class.
The written work demonstrates excellent comprehension of
the subject and, where appropriate, integrates existing
research and literature. The work also demonstrates sound
critical thinking, innovative ideas, and personal engagement.
Work of good quality with no major weaknesses.
All of the required elements of the assignment have been
fulfilled. The writing is clear and explicit; the coverage and
demonstrated comprehension of the topic is more than
adequate. Some degree of critical thinking and personal
involvement in the work is shown. There is good use of
existing knowledge on the subject.
Adequate Work.
All of the required elements have been included, although
some conceptual inadequacies are present. A fair
comprehension of the subject is demonstrated, but some
weaknesses in content, style, organization, critical awareness,
personal involvement and/or use of the literature are
apparent.
Some elements of the assignment are missing.
Candidates may complete these elements and re-submit the
assignment to raise the grade to a MAXIMUM level of C.
Failing Work.
The candidate needs to meet with the instructor.
In order to be recommended to the Ontario College of Teachers, you MUST obtain a
minimum of C- in the course overall. A C- must also be obtained in the discussion
portion of the course to be recommended.
LATE ASSIGNMENTS RECEIVE A MAXIMUM GRADE OF A B-.
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APPENDIX D: EXPECTATIONS FOR ASSIGNMENTS
1)
CONCEPT PRESENTATION AND CRITIQUE
You will work in pairs if possible. It is essential that both partners participate equally and actively in all
parts of the planning and implementation. You will research resources for an assigned concept from on e
of the three traditional science disciplines at the grade 11 or 12 level, and plan and implement a
presentation on the teaching of the concept. (Imagine if you were giving an on-line workshop to fellow
teachers and that you would have approximately 30 min worth of material.) The presentation should
overview the concept; describe potential difficulties students will have with the concept including
misconceptions; identify resources, activities and demonstrations for teaching the concept; and illustrate
the teaching strategies. Your concept presentation will give you an opportunity to develop skills for the
development science curriculum that meets the needs of a diverse group of senior division learners. You
will post a summary of the presentation to peers and the instructor.
The presentation should include where appropriate the following:
1.
an interesting introduction to the concept;
2.
an outline of a lesson sequence for teaching the concept;
3.
an identification of potential difficulties students will have and suggestions for overcoming
the student difficulties;
4.
the use of visual aids;
5.
at least one lab/demonstration or other hands-on activity
6.
reference to any safety considerations;
7.
a description of appropriate instruments for evaluating the concept;
8.
a description of practical applications and societal implications;
9.
appropriate Internet sites;
10.
an indication of what expectations were covered.
11.
suggestions for other student labs
The method with which you choose to present your concept may include, a PowerPoint, videoed
demonstration, wiki/and or website, podcast, photos or any other media you determine to be effective to
present your concept.
Your summary is to be prepared (maximum of 6 sheets).
A possible format for the summary is:
a)
candidates’ names
b)
title of concept
c)
background information
d)
advance preparation
e)
special materials
f)
annotated references
g)
student difficulties
h)
teaching ideas
i)
evaluation procedures
j)
applications and societal issues/implications
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k)
l)
lesson sequence
annotated Internet addresses
The multimedia part of the presentation will give you the opportunity to display some of the skills of a
superior teacher: organization, enthusiasm, initiative, scholarship, showpersonship, ability to
communicate. Peers will give written feedback. You will read the peer recommendations and then
prepare a response paper of between 2 and 4 pages in length with the intention of i) reflecting on the
experience (i.e. what have you learned about yourself, about teaching, and about learning science and ii)
critiquing the concept presentation. The report will give you the opportunity to respond to the
suggestions of peers, demonstrate your ability to analyze planning and teaching skills, identify areas
needing improvement, and describe remediation measures you would take. The lesson and response
paper will be evaluated by the instructor using “The Rating Scale for Concept Lesson and Critique”. (See
Appendix A) If you work with a partner, each person must submit a response paper.
2)
UNIT PLANNING
The intent of this assignment is to provide you with the opportunity, in a small group (no larger than 3), to
practice the process of unit planning for the Grade 11 level. You must choose one of the strands and
topics in the Ministry of Education. The Ontario Curriculum Grades 11 & 12, Science (2008 Revised)
EVALUATION OF UNIT PLANNING ASSIGNMENT
The unit plan is the major assignment for this course. The Unit Overview is submitted first. Then the
group works together to prepare a unit test designed to validly assess the students understanding of basic
concepts and how science relates to technology, society, and the environment. Finally, the group
prepares a culminating task designed to have students apply a significant number of the key expectations
of the unit. The schedule of events and weightings are summarized below.
Components
Draft of Overview for instructor feedback
Emailed to instructor (optional but recommended)
Unit Overview
Culminating Task & Assessment Tools
Unit Test
Upload Revised Materials and Concept Presentation
TOTAL
Value
Submission Date
Sunday July 8th
10%
8%
6%
1%
/25%
Wednesday July 11th
Saturday July 21st
Tuesday July 24th
Thursday July 26th
PLANNING RESOURCES
To facilitate planning consult the following resources:

Shaping our Schools, Shaping our Future, Environmental Education in
Ontario Schools
http://www.edu.gov.on.ca/curriculumcouncil/shapingschools.pdf

The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)
http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf

The Ontario Curriculum, Grades 9 and 10: Science, 2008 (revised)
http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_2008.pdf


The Ontario Curriculum Grades 9& 10: Program Planning and Assessment (1999)
Textbooks at the intermediate and senior levels containing the content
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 Resource books, periodicals, and AV catalogues
 Board documents for the intermediate and senior divisions (see library collection)
 Internet sites on the World Wide Web
 Intermediate and senior division teachers familiar with the content
 The Ontario Electronic Planner CD ROM (2002)
 Grade 11 and grade 12 Course Profiles
PLANNING PROCEDURE AND SEQUENCE
1.
Unit Plan Topic – will be assigned to you on the first day of class. Topics will be chosen from
the Grade 11 Strands and Topics outlined in The Ontario Curriculum Grades 11 & 12:
Science, (2008) for the University bound students.
2.
Unit Overview
The unit overview for the total topic must identify and sequence the specific expectations,
lesson strategies, and assessment tools for 20 lessons (20h). The format for the unit
overview follows.
Lesson (Title
and topic)
Expectation
Codes
Lesson Strategy and Assessment
-enough detail to allow a colleague to
follow your lesson
-describe what strategy will be used to
assess student understanding
Evaluation including
criteria addressed
from Achievement
Chart
-ensure that the
evaluation is
appropriate to your
lesson strategy
Assume that the unit will take 20 h to teach. Map out the unit. To do this, consult appropriate pages
in The Ontario Curriculum Grades 11 & 12: Science, (2008 revised) and read the Overview, the
Overall Expectations and the Specific Expectations for the topic. Consult available texts and teaching
resources for the topic. The following publishers have published texts for the grade 11 university
streams: Addison-Wesley, Irwin (physics only), McGraw-Hill Ryerson, TPT Nelson. Then list the
expectations for each lesson in the appropriate column of the table. It is not necessary to have an
expectation in each column but strive for breadth. All expectations must be addressed by the end of
the 20 lessons. List in detail the Learning Strategy(ies) and Assessment Tools to be used for each
lesson. A list of learning strategies and assessment tools follows.
Learning Strategies examples
( ) problem solving
( ) brainstorming
( ) case study
( ) concept mapping ( ) computer simulation ( ) cooperative learning
( ) debating
( ) demonstration
( ) discussion
( ) experimenting ( ) field trip
( ) guest speaker
( ) independent study
( ) inquiry
( ) lab activities
( ) lecture
( ) modeling
( ) problem solving
( ) question and answer
( ) role playing
( ) seminar
( ) simulations
( ) Socratic episode
( ) student presentation
Assessment Tools
( ) Alternate-response
( ) Anecdotal record
( ) Checklist
( ) Extended Essay ( ) Interview
( ) Scoring Rubric
( ) Lab Bell Ringer ( ) Multiple Choice
( ) Numerical Problem
( ) Peer Evaluation ( ) Rating Scale
( ) Short answer essay
16
( ) Self Evaluation
( ) Response Journal
(The Curriculum Planner is a good resource for planning learning and assessment strategies)
Check for validity among the expectations, teaching strategies, and assessment tools across the table.
Are the teaching strategies valid for achieving the concept, sill and STSE expectations? For example,
has an inquiry activity been included to nurture inquiry skills? Are students required to write, speak,
etc. for communication skills? Are the assessment tools valid for evaluating the achievement of the
expectations? For example, a scoring rubric, not a paper and pencil tool, is valid for assessing the
ability to use inquiry skills.
The unit overview will be evaluated using the “Rating Scale for Unit Overview” (Appendix B)
3.
Unit Test
Each unit planning group will prepare, in ready-to-use form, an end of unit test to be used to assess
students’ attainment of specific expectations dealing with the understanding of basic concepts and
relating science to technology, society, and the environment. No tools for assessing inquiry and
communication skills need be included since these would be assessed during labs and live
presentations. The test should be designed for a 75 minute high school period.
The test should include a variety of the following assessment tools as appropriate to the content.
a) Multiple choice questions – minimum of 5
b) Conceptual short answer question
c) Longer/essay answer
a) Problem based/problem solving questions
b) Diagrams/graphs etc.
c) other
4.
Unit Culminating Task and Assessment Tools
A culminating task is an activity undertaken by students at the end of a topic. The culminating task
requires students to apply a significant number of the expectations outlined by the Ministry for the
topic.
Your group is to:
i) identify a suitable culminating task (check with your instructor)
ii) create teacher instructions with background information that can be used when the task is
introduced.
iii) create “ready-to-use” student assignment. This should include all of the hand-outs that will be
given to students and that explain clearly what is expected of them.
iv) create a scoring rubric to be used to the final student product.
5.
In-class activities
These points will be awarded on the basis of your online work throughout the summer. The
constructive feedback you give peers on concept workshops will form part of this. Another part of
the participation is gleaned from evaluation of active participation in the Unit Plan assignment. This
will involve interviews with the instructor and personal reflections at different stages of the writing
process. The instructors will give additional small assignments either to be done in class as part of
the instruction, or at home in preparation for a future lesson/activity.
17
APENDIX E: RATING SCALES AND RUBRICS FOR SUMMATIVE ASSESSMENTS
1) Rating scale for concept presentation and critique
2) Rating scale for unit overview
3) Rubric for evaluation of unit test
4) Rubric for culminating task
5) Evaluation checklist for in-class activities in science
18
RATING SCALE FOR CONCEPT PRESENTATION AND CRITIQUE (140 MARKS)
PRESENTER(S): ______________________ ____________________________
The letters used in assessing the Criteria for the presentation, outline, and critique have the following meanings: E Exemplary; A - Very Good; B – Good; C – Adequate; D – Marginal; Fx – Inadequate. Areas of weakness have been
underlined or Highlighted in the Description column.
Criteria
Descriptions of Criteria
PRES’N
Organization
The introduction was interesting, student difficulties were
identified, strategies were emphasized, presentation was
logical, and safety considerations were identified and
implemented.
The presentation included creative ideas, interesting
presentation methods were used.
Creativity
Fx
D
C
B
A
E
5
11
13
15
17
20
5
11
13
15
17
20
Ability to
Communicate
The content was presented clearly and concisely,
applications and societal implications were described,
concrete materials were displayed, and demonstrated,
audio-visual devices were used effectively
Scholarship with
respect to content
A superior mastery of the topic was exhibited and no
errors in content or methodology were evident.
4
8
10
11
13
15
Pace and Timing
A realistic amount of information was taught. Important
details were emphasized.
3
5
6
7
8
10
3
5
6
7
8
10
5
11
13
15
17
20
5
11
13
15
17
20
Overall Impression
The presentation was of high quality and left participants
with a very positive impression.
OUTLINE
The outline was well organized, background information,
advance preparations and special materials were noted,
curriculum emphasis was identified, lesson sequence was
outlined, students difficulties/misconceptions were noted,
teaching strategies, evaluation procedures, applications,
societal issues and annotated references were included.
Evidence of analytical and critical reflection. Valid
strengths and weaknesses were identified and
documented, valid remediation strategies were described,
the report was well organized and the report and
feedback sheets were submitted within two class days of
the presentation.
CRITIQUE
(Individual
RESPONSE PAPER)
TOTAL
6
14
16
18
21
25
/140 POINTS
Comments:
19
RATING SCALE FOR UNIT OVERVIEW
(70 MARKS)
Names: ________________________________________________________
The letters have the following meanings: E – Exemplary; A – Very Good; V – Good; C – Adequate; D –
Marginal; Fx – Inadequate. Areas of weakness have been underlined or Highlighted in the Description of
Criteria column.
Criteria
Lesson Title and
Sequence and
timing
Listing and
Sequencing
Expectation Codes
Expectations
match strategies
and assessment
Learning Strategies
and assessment
Evaluation and
Achievement Chart
categories
Description of Criteria
The lesson sequence is valid, clear and each
includes appropriate activities and timing.
Each of the expectations (basic concepts,
inquiry and design skills, communication skills,
and knowledge of science and technology
relating to the real world) are covered in a
logical sequence throughout the 20 lessons.
As overview chart is read horizontally, it is clear
that the learning and assessment strategies
support the stated expectations.
The listed learning strategies are interesting,
valid, varied, and have an authentic and
performance based component. There is
enough detail provided that a colleague could
follow your plan.
An appropriate collection and variety of valid
assessment tools have been listed, and show
coverage of all of the categories from the
achievement chart.
TOTAL
Fx
1.25
D
2.75
Grade
C
B
3.25 3.75
A
4.25
E
5.00
1.25
2.75
3.25
3.75
4.25
5
2.5
5.5
6.5
7.5
8.5
10
7.5
16.5
19.5
22.5
25.5
30
5
11
13
15
17
20
/70 POINTS
Comments:
20
RUBRIC FOR UNIT TEST
(50 MARKS)
Names: ______________________________________________________
The levels have the following meaning: Level 4 (80-100%); Level 3 (70-79%); Level 2 (60-69%); Level 1
(50-59%); Level R (<49%). Each criterion is weighted equally.
Criteria
Level R
Level 1
Level 2
Level 3
Level 4
Variety of
Question types.
The questions
demonstrate
inadequate variety
The questions
demonstrate
barely adequate
variety
The questions
demonstrate
below average
variety
The questions
demonstrate
average variety
The questions
demonstrate
outstanding
variety
Clarity of
questions and
Organization of
Test
The questions
demonstrate
inadequate clarity
and organization.
The questions
demonstrate
barely adequate
clarity and
organization.
The questions
demonstrate
below average
clarity and
organization.
The questions
demonstrate
average clarity and
organization.
The questions
demonstrate
outstanding clarity
and organization.
Potential to
Validly Assess the
Expectations
The questions
demonstrate an
inadequate
potential to validly
assess the
expectations.
The questions
demonstrate a
barely adequate
potential to validly
assess the
expectations.
The questions
demonstrate
below average
potential to validly
assess the
expectations.
The questions
demonstrate
average potential
to validly assess
the expectations.
The questions
demonstrate
outstanding
potential to validly
assess the
expectations.
Quality and
Authenticity of
Questions
The quality and
authenticity are
inadequate.
The quality and
authenticity are
barely adequate.
The quality and
authenticity are
below average.
The quality and
authenticity are
average.
The quality and
authenticity are
outstanding.
Accuracy and
Completeness of
Model Answers
and Scoring
Schemes
The model
answers and
scoring schemes
are inadequate or
missing.
The model
answers and
scoring schemes
are barely
adequate.
The model
answers and
scoring schemes
are below
average.
The model
answers and
scoring schemes
are average.
The model
answers and
scoring schemes
are outstanding.
Score
/50
Comments:
21
RUBRIC FOR CULMINATING TASK AND ASSESSMENT TOOLS (50 Points)
Names: ________________________________________________________
The levels have the following meaning: Level 4 (80-100%); Level 3 (70-79%); Level 2 (60-69%); Level 1
(50-59%); Level R (<49%).
Criteria
Creativity and
Originality
Clarity and
Organization
Potential to Validly
Assess the
Expectations
Quality and
Authenticity
Variety, creativity
and quality of
Assessment Tools
used to assess
components of the
Culminating Task
Validity of
Assessment Tools
Used to Assess
Components of
the Culminating
Task
Score
Level R
The culminating
task demonstrates
inadequate
creativity and
originality.
The culminating
task demonstrates
inadequate clarity
and organization.
The culminating
task demonstrates
an inadequate
potential to validly
assess the
expectations.
The culminating
task demonstrates
inadequate quality
and authenticity.
The assessment
tools demonstrate
inadequate variety,
creativity,
originality and
quality.
The assessment
tools demonstrate
inadequate
potential to validly
assess the
components.
Level 1
Level 2
Culminating Task
The culminating
The culminating
task demonstrates
task demonstrates
barely adequate
below average
creativity and
creativity and
originality.
originality.
The culminating
The culminating
task demonstrates
task demonstrates
barely adequate
below average
clarity and
clarity and
organization.
organization.
The culminating
The culminating
task demonstrates
task demonstrates
a barely adequate
below average
potential to validly potential to validly
asses the
asses the
expectations.
expectations.
The culminating
The culminating
task demonstrates
task demonstrates
barely adequate
below average
quality and
quality and
authenticity.
authenticity.
Assessment Tools
The assessment
The assessment
tools demonstrate
tools demonstrate
barely adequate
below average
variety, creativity,
variety, creativity,
originality, and
originality and
quality.
quality.
The assessment
The assessment
tools demonstrate
tools demonstrate
barely adequate
below average
potential to validly potential to validly
assess the
assess the
components.
components.
22
Level 3
Level 4
The culminating
task demonstrates
average creativity
and originality.
The culminating
task demonstrates
outstanding
creativity and
originality.
The culminating
task demonstrates
outstanding clarity
and organization.
The culminating
task demonstrates
average clarity and
organization.
The culminating
task demonstrates
average potential
to validly assess
the expectations.
The culminating
task demonstrates
average quality
and authenticity.
The assessment
tools demonstrate
average variety,
creativity,
originality, and
quality.
The assessment
tools demonstrate
average potential
to validly assess
the components.
The culminating
task demonstrates
outstanding
potential to validly
asses the
expectations.
The culminating
task demonstrates
outstanding quality
and authenticity.
The assessment
tools demonstrate
outstanding
variety, creativity,
originality, and
quality.
The assessment
tools demonstrate
outstanding
potential to validly
assess the
components.
/50 points