SCIEMATICS. WHAT IS SCIEMATICS? A year-long course which combines science 10, math 10, and chemistry 20 Students earn 15 credits in the time they would.

SCIEMATICS

WHAT IS SCIEMATICS?

• A year-long course which combines science 10, math 10, and chemistry 20• Students earn 15 credits in the time they would normally earn 10

• Taught in an integrated manner rather than as 3 stand alone courses

• Assessed in an integrated manner, but reported as 3 stand alone courses

• An accelerated learning experience that challenges and engages students in a collaborative learning environment

WHY SCIEMATICS?

• Needed to “open up time” in students’ schedules in order to enable them to take Dual Credit Courses at LCI starting this year• Liberal education • Systems and supply chains

• Wanted to provide meaningful opportunities for academically inclined students as the nature of our Honours and AP courses was changing

HOW SCIEMATICS?

• Outcomes based assessment• Strong assessment background

• Thorough knowledge of curriculum• Take apart and put back together in meaningful way

• Willingness to be creative and innovative• Get students involved

• Not afraid to try• Learn from “failures” and build on strengths

“FIXING ASSESSMENT”

• Mapping classroom tests to curriculum• Some outcomes WAY over represented• Some outcomes not represented at all• Realized that some questions were borderline ridiculous

• Decide to improve assessments• Worked collaboratively with other chemistry teacher

• Having someone to collaborate with is important

DEVELOPMENT OF ASSESSMENT TOOLS FOR STUDENTS

• Physically insert curriculum outcomes into existing assignments

• Modify assignments to ensure outcomes are being addressed• Inventory old assignments and reflect on how many times certain outcomes

are being addressed.

• Include self assessment area for students

• Scalars and Vectors

HOW DO STUDENTS KNOW THE OUTCOMES?

• Outcomes are embedded into daily lessons

• Kids have a physical reference of outcomes• Familiarize the students with the language of the outcomes

• Have a link between notes and assignments

• Chapter 5 notes

QUIZZES AND SELF REFLECTIONS

• Quizzes have outcomes shown

• Solutions Quiz

• Self Reflection while doing quiz and then follow

• Solutions quiz self reflection

DEFINE THE CONSTRUCT:SCIENTIFIC LITERACY

• the ability to communicate acquired scientific knowledge, concepts, and understanding of theories fluently; using appropriate mathematical, visual, graphical, and technological aspects which are most appropriate within the context of a contemporary science related issue.

SUB CONSTRUCTS

Nature of Science, Technology and

Society

Attitudes

Skills and Processes

Knowledge

Knowledge, skills, and attitude outcomes as described in the math and science curriculum are all encompassed by the STS outcomes

Measurement•Spatial sense and proportional reasoning

Physics•The study of the motion, force, and energy of matter

Algebra and Numbers•Algebraic reasoning and number sense

Relations and Functions•Algebraic and graphical reasoning

Biology•The study of life and living things

Earth Science•The study of the atmosphere, hydrosphere, biosphere, and lithosphere

Chemistry•The study of the structure, composition, properties and changes of matter

Nature of Science,

Technology and Society

Attitudes

Skills

Knowledge

Nature of Science,

Technology and Society

Attitudes

Skills

Knowledge

Initiating and planningMental Math and

Estimation

Performing and recordingReasoning

Analyzing and interpretingVisualization

Problem Solving

Communication and Teamwork

Connections

Nature of Science,

Technology and Society

Attitudes

Skills

Knowledge

Interest in science/mathematics

Mutual respect

Scientific inquiry/Mathematical

reasoning

collaboration

stewardship

safety

Nature of Science,

Technology and Society

Attitudes

Skills

Knowledge

Social and Environmental

contexts of science and technology

Science and Technology

Nature of Science

Meaningful contexts

Distribution of Specific Outcomes

CHANGE IN PLANNING MODEL REQUIRED

Out with the old…

Content knowledge

Skills

Attitudes

STS

And in with the new…

STS

attitudes

knowledge

skills

Nature of Science, Technology and

Society

Attitudes

Skills

Knowledge

In order to increase scientific literacy we must start with all encompassing ideas that provide the foundation for the lens through which we perform skills in order to discover knowledge about the world in which we live.

WHAT DOES IT LOOK LIKE?•Collaborative learning• Lots of talking and struggling through concepts •Use of classroom space• It’s their space, not my space

•Visual representations•Oral Presentations•Observations • Peer and teacher feedback• Lab notebooks• Tests and quizzes

FOCUS ON MEANINGFUL CONTEXTS• Describe the development of any

technology over time

• 4 person groups

• Research, make a poster, and present to class

• 30 minutes

TYING MEANINGFUL CONTEXT TO CURRICULUM• Have the students do this!

• As we work through the curriculum, students add to their posters.

• Give each other specific feedback • Clarity• Visual appeal

• Add to each other’s posters• Discussions and learning

WHAT’S DIFFERENT ABOUT MY CLASSROOM?

Before• I mostly lectured

• I liked students to be quiet so as to not disrupt others

• Rows

• Assessments were only summative

• Low quality tests and quizzes

• Distinct separation between, teaching, learning, and testing

• Did not deviate from my plan

Now• Hardly any lecture

• Students are encouraged to talk with each other often

• “Chaotic”

• Most assessment is formative (AFL, AAL)

• High quality tests and quizzes

• Learning, instruction, and assessment are complimentary

• LOVE to deviate from the plan

YEAR AT A GLANCE

• The first “Year Plan”• It is much different now!