USING PROJECTS TO ENGAGE STUDENTS AND …

1 REAL SCIENCE:(First Edition) USING PROJECTSTO ENGAGE STUDENTSAND MEET THE GOALSOF THE ONTARIOCURRICULUMG rades 9-12 Copyright 2003 Sci-Tech Ontario, Inc. All rights document may be reproduced and distributed, in whole or in part, in electronic or printform, for use by teachers, administrators, and parents in the province of Ontario, document may not be reproduced or distributed for sale, and may not be incorporated intoanother publication or distributed outside the province of Ontario without the express permissionof Sci-Tech Ontario, CoordinatorBrad ParolinAuthorsGrade 1-6 Document: Christine Pryde,Toronto District School BoardGrade 7/8 Document: Brad Parolin,Toronto District School BoardGrade 9-12 Document: Gabriel Ayavoo,Toronto Catholic District School BoardContributing EditorsReni Barlow,Youth Science Foundation CanadaHeather Highet, Limestone District School BoardDominic Tremblay, Education Quality and Accountability OfficeSpecial thanks to Dr.

2 Larry Bencze, OISE/UT for his comments and ONE: ACHIEVING EXCELLENCE: RATIONALE FOR project -BASED :..3 project BASED SCIENCE: A HOLISTIC OF ONTARIO SECONDARY SCHOOL SCIENCE SECONDARY SCIENCE CURRICULUM: OVERALL AND SPECIFIC CURRICULUM EXPECTATIONS AND INQUIRY SKILLS ACROSS LEARNING AND WITH 30% - 70% SCIENTIFIC CURIOSITY AND ENDURING SCIENTIFIC LEARNING AND THEORY FORMATION ..9 THEORY BUILDING AND IMPORTANCE OF INTEGRATION IN SECONDARY CLUBS AND TWO: TEACHING STRATEGIES THAT INCORPORATE DOING REAL SCIENCE STUDENT DIRECTED AUTHENTIC ABOUT SCIENCE TEACHING AND project THEORY DEVELOPMENT FOR REAL SCIENCE IDEAS,TOPICS & RESEARCH LIFE EVENTS TO REAL SCIENCE PROJECTS : HOW IDEAS ARE FORMED AND IMPORTANCE OF RESEARCHING BEFORE DOING THE QUESTIONS THAT LEAD TO A GOOD SCIENCE FAIR STRATEGIES FOR HELPING STUDENTS FIND RELATIONSHIPS IN CAUSAL INVESTIGATIVE AN INVESTIGATIVE PROCEDURE:THE project THE project WITH A TIME ,TRANSFORMING AND INTERPRETING THE RESULTS.

3 26 MENTORING:WHO IS INVOLVED? ..26 PRESENTATION SKILLS: AN IMPORTANT : PRESENTING YOUR project ..27 SAFETY WORK GOES BEYOND SCHOOL WORK ..28 REAL SCIENCE SUMMARY .. : Real Science is a document for teachers, parents, and administrators who would liketo involve STUDENTS in project -based science. project -based science is an effective toolfor the development of critical thinking skills, and for achieving expectations of theOntario curriculum. It allows young people to be involved in authentic scientificinquiries, which will increase their understanding of how science works in the , in turn, helps develop citizens who are scientifically literate and able tolook at current and future scientific and technological issues with a critical andunderstanding aim of Real Science is to develop in all STUDENTS the joy of doing science thatmatters.

4 Science that matters means STUDENTS are actively engaged in asking andexploring genuine questions. Empowering STUDENTS to solve real world problemscreates an excitement and energy in the classroom, and fosters an increasedresponsibility towards PROJECTS , STUDENTS will enhance their scienceknowledge and skills, hone their communication skills, and develop more realistic ideasabout how scientific knowledge is developed and the status of such document is divided into two first looks at the rationale for, andbenefits of, achieving excellence in science through project -based second section looks at teaching strategies that incorporate project basedinvestigations in science classrooms and other school Based Science: A Holistic ApproachProject-based science capitalizes on STUDENTS natural curiosity to inquire and who are encouraged to pursue genuine science questions and solve genuinetechnological problems are engaged in project -based science.

5 STUDENTS activelyconstruct meaning and are engaged in authentic learning when they are investigatingquestions that are questions may arise in science class, in other subjectareas, or from activities and interests that STUDENTS have outside of Ontario Curriculum frequently invites STUDENTS to solve problems USING genuineideas and techniques. Observing events or phenomena in class or in their environmentactively engages learners to seek answers to questions. Providing STUDENTS with open-ended investigations in class creates opportunities for STUDENTS to use their holistic science program enhances such authentic learners want to solve problems by engaging in authentic methods. Scienceprojects are natural culminating events that provide holistic learning that goes deeperinto the curriculum and often beyond.

6 Questions that arise in a particular strand maytrigger student s interest and provide connections to technology, society and One: Achieving Excellence: Rationale For project -Based Science Creativity in scientificresearch is seeing whatothers have not seen,and making it visible to others. Brzustowski, President, NaturalSciences and Engineering Research Councilof Canada 3 Tiffany was conducting an independent science investigation at the end of the Gradenine Chemistry unit. Having recently studied the physical and chemical properties ofcompounds she was interested in studying the effects of road salts on organisms inthe environment. Her preliminary library research revealed data supporting theclaim that road salt damages small invertebrates and stunts plant growth. She beganher quest for de-icers that produced minimum impact on the environment.

7 Every great advance inscience has issued froma new audacity ofimagination. John Dewey, The Quest for Certainty4 PROJECTS are natural culminating events for any unit of study. Empowering STUDENTS toincorporate information from laboratory inquiries, demonstrations, class discussions,debates, videos and guest speakers supports the development of critical thinking and ispurposeful. Purposeful inquiries get STUDENTS thinking about the big concepts andquestions and result in enduring or lasting understandings for the develop inquiry and design skills, and allow for the critical discussion ofthe key concepts in small and large science requires STUDENTS to be critical about science aholistic approach to science, STUDENTS share their preconceived ideas that emergethrough active conceptual understanding is often revealed through studentskits, songs, drawings, poems and computer animation of a faced withalternative explanations, accepted by the scientific community, STUDENTS views may lessons that incorporate readings of research articles,demonstrations of chemical, physical or biological laws, use of computer animations,video programs or laboratory activities.

8 Their knowledge and view of science may reconstruct ideas through discussions and want to test them by projectwork. It is vital that these inquiries ENGAGE STUDENTS in constructing meaning andunderstanding; "hands-on" activities are not effective if they are not "minds-on" as small: Although PROJECTS are usually presented as an extended investigation, thereis considerable value, particularly in the early stages of developing inquiry and designskills, for shorter-term PROJECTS or challenges. Science Olympics events andengineering challenges are good examples of engaging short-term key tomeaningful learning with short-term activities is effective follow-up and theopportunity to integrate new understanding and experience. Building a solar car onceis simply a challenge. Building a second car after discussing the effectiveness ofdesigns with peers and exploring the strength and stability of various geometric shapes makes the activity a meaningful learning of Ontario Secondary School Science Program The overall aim of the secondary science program is to ensure scientific literacy for everysecondary school aim can be achieved by meeting three overall goals for secondary science program, from grade 9 through grade 12, is designed topromote these goals, which are:"i)to understand the basic concepts of scienceii)to develop the skills, strategies, and habits of mind required for scientific inquiryiii)to relate science to technology, society, and the environment.

9 "(Ontario Curriculum, Grades 9 and 10, , 1999; Grades 11and 12, , 2000.)In order to incorporate project -based science in the curriculum, it is important tounderstand the extent to which this approach will meet the goals and aims of thesecondary science Ontario Science Curriculum for grades 9 to 12 isorganized around specific content areas or strands to promote the three goals. As aresult, planning for these units often focuses on content and ways in which studentscan learn the "facts" about a certain planning courses, it is recommendedthat teachers link the required curriculum goals and expectations to the specific5 The great tragedy ofscience -- the slaying ofa beautiful hypothesisby an ugly fact. Thomas Huxleycategories of the Achievement chart (Knowledge and Understanding,Thinking andInquiry, Communication and Making Connections).

10 Covering content achieves only thefirst of the three basic goals of the science curriculum and addresses only onecategory of the Achievement Chart for Science. A science program that incorporatesproject work is more likely to bring about an appropriate balance across the fourcategories of the Achievement Chart. STUDENTS who really know and do science arethose who can complete independent PROJECTS by applying skills and knowledge fromthe four categories of the Achievement Chart (the achievement charts are available onpage 46 of The Ontario Curriculum: Grade 9 and 10 Science, 1999 and on page 174 ofThe Ontario Curriculum: Grade 11 and 12 Science, 2001).Independent inquiries and PROJECTS allow STUDENTS to achieve the Ministry s sciencegoals and objectives by allowing the learning of scientific concepts USING investigativeand communicative , the project work promotes the application ofstudent findings to science, technology, society and the environment (STSE).