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.