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Category
Resource Type
Who did it?
Completed?
Nature of Science
Historical Case Study
Susan

Basic Concepts of Science
Wet Lab
Demo
All
All
X
Skills of Inquiry and Communication
Dry Lab (Gizmo)
Recent Research Development
Phil
Ruth
X
X
Relationships among STSE
Contemporary Case Study
Amy
X
Other
Test
All

Other
Unit Plan
All
X
Other
Presentation
All

Other
Binder Formatting
All


Hey, I uploaded the dry lab teacher notes, student worksheet and answer key to the "Skills of Inquiry" section. Most of it is from the Gizmo, but I made some small changes and formatting modifications. Look it over and let me know if anything needs fixing.
- Phil


Awesome work Amy..looks awesome...
So guys, I posted our essential question that we discussed....we still need to kinda tweak our "guiding questions"
and feel free to make edits...
- Ruth

Hey Guys, I found a potential activity to act as our "hook". It's very simple and straight forward, take a look!

Here are also some links for activities
http://peer.tamu.edu/curriculum_modules/ecosystems/Module_1/activity.htm
Susan


Resources Collection

Introduction and Rationale
It is important for practicing teachers to be able to create and use a variety of resources in order to meet the needs of a diverse student population. This group assignment will give you experience in developing such resources as well as making them available to you and your peers, in the form of an electronic resource bank. This assignment will: i) provide all class members with resources to use for units in the Senior Division Biology programme and ii) help each teacher candidate gain expertise in creating, analyzing, and evaluating curriculum resources, and iii) give students experience with developing assessment tools as well as planning and implementing classroom and lab activities

Please note:
  1. Since this is a group project, you will be given class time, after the practicum, to plan as a group and so will be expected to come prepared to those classes
  2. Beginning in mid-January, and continuing until the second week of February, your group will be scheduled to conduct the "wet-lab" resource and carry out one other activity with the whole class
  3. The preparation should be discussed with your instructor.
  4. The two activities should be planned to take place within 1.5hrs
Detailed Description of the Assignment
Each group of 3-4 students will be assigned a unit for the Senior Biology portion of the Ontario Science curriculum. For that Unit the group will co-ordinate the development of a variety of resources and a summative test.
Part One: The Resources
As a group you will produce a resource in ready to use form that addresses each of the areas listed here
  1. Recent research development
  2. History of the topic or a Historical Case Study
  3. Wet Lab (that involves the collection of data)
  4. Dry Lab (focusing on data analysis, the previously collected data is provided by the teacher)
  5. Contemporary Issues-based case study (STSE)
  6. Teacher Demonstration (Hook)
  • Ready to use means that a colleague or a supply teacher can use the resource tomorrow. Therefore, if you find an amazing article about a recent research development related to your unit - this is not the resource. The article together with a student activity, assessment tool if appropriate, and an explanatory overview (including teacher notes) would comprise the resource.
The following categories (or aspects) of science education must be covered by the resources. At least one resource will address each of the following categories:
  • Nature of Science
  • Basic Concepts
  • Skills of Inquiry and Communication
  • Relationships among Science, Technology, Society and the Environment (STSE)
Nature of Science
This category refers to characteristics, practices, and products of science. It involves, for example, what scientists, do to generate knowledge, the role played by models, how they collect data and derive theories (or laws) an how ideas are represented. Statements about the "truth value" or scientific claims are also part of discussions about the nature of science.
Basic Concepts of Science
These are often referred to the "knowledge" in science or the laws and theories that govern science. Examples might be a theory about continental shift, or the kinetic molecular theory. The theory of evolution, mendelian laws, cell theory, and the model of DNA are also example of basic concepts.
Skills of Inquiry and Communication
This category refers to various skills commonly used by scientists (and technologists) in developing scientific knowledge. These include, for example, question-development, hypothesizing, measuring, observation, instrument use, data collection, development of data tables and corresponding graphs, data interpretation and reporting.
Relationships between Science and Technology, Society, and the Environment
As its name implies, this category refers to was in which science, technology, society and environments interact. Of particular importance is how science is affected by and in turn affects each of society, technology, and the environment. Many issues based on topics can be addressed in this category
Part two: The summative test
As a group you will create a unit test that coule be used to evaluate as many of the curriculum expectations form the unit as possible and reflects the Achievement Chart for Grade 11 and 12 Science. Your group will develop a summative test that evaluates the unit expectations throught a variety of question types (such as multiple choice, short answer, long written answer, data analysis, diagrams, charts, tables, problems to solve) in order to evaluate the Knowledge and Understanding, Thinking and Investigation, Communication, and Application categories appropriate to your unit. The test should be level appropriate and require about one hour to complete.
Once your group has created the test, you should create an answer key for grading purposes and then verify that the test questions are aligned with the categories of the acievement chart. Clearly identify on the test the total for EACH category.
Written Submission for the Resource Collection
The resource collection must be complied in a binder and posted on the class wiki that includes the following.
Part One: The Resources
A) A cover page using the following format to indicate the type and category for each resource
Category
Resource Type
Nature of Science
eg. Historical Case Study
Basic Concepts of Science
eg Dry Lab
Teacher Demonstration
Skills of Inquiry and Communication
eg Recent Research Development
Wet Lab
Relationships Amongst Sciences, Technologies,
Societies and Envirionments
eg. Contemporary Issues based case

B) The 6 resources clearly labeled to marth the cover page above
Each resource requires an overview which includes these Items
  1. A title and the resource type clearly stated
  2. The ministry curriculum expectations that are addressed
  3. The source of any ideas you used for the resource
  4. Notes to the teacher regarding implementation (including suggestions, limitations, and possible modifications for special student needs)
Please remember that each Resources should be in Ready to use form. This mean that the resource could be left for a supply teacher to reproduce and use with a class
Part two: The Summative Test
C) Two copies of the test are required
The unit test should be submitted in ready to use format and should be designed to take about an hour to comple. A second copy of the test should be submitted with suggested answers and a marking scheme
D) Unit Test Analysis
Complete a Chart for your test using the template provided below
Test Question Number
Question Type
Coded Ministry Expecations
Achievement Chart Category






Knowledge and Understanding
Thinking and Investigation
Communication
Application
1
Multiple Choice
C3.1
X



5
Short Answer
C2.2

X
X
X
12
Diagram
C3.4
X



20
Data Analysis
C2.4, A1.8

X
X