Lower Secondary Workshop

Investigative Case-Based Learning (ICBL):
Teaching Science While Developing 21st Century Competencies

This course is designed to

Introduce teachers to the ICBL approach for teaching secondary level science
Illustrate the use of investigations, models, online resources and demonstrations linked to the cases.
Demonstrate how using cases help to develop 21st century competencies through student questions, explorations, and final products.
Support teachers in the design, implementation, and assessment of an ICBL module

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Investigative Case Based Learning is one teaching strategy that can be used to support these key 21st Century Competencies described below by the Ministry of Education:

Civic Literacy, Global Awareness & Cross-cultural Skills

“Our society is becoming increasingly cosmopolitan and more Singaporeans live and

work abroad. Our young will therefore need a broader worldview, and the ability to

work with people from diverse cultural backgrounds, with different ideas and

perspectives. At the same time, they should be informed about national issues, take

pride in being Singaporean and contribute actively to the community.”

Critical and Inventive Thinking

“To be future-ready, our young need to be able to think critically, assess options and

make sound decisions. They should have a desire to learn, explore and be prepared

to think out of the box. They should not be afraid to make mistakes and face

challenges that may at first appear daunting.”

Information and Communication Skills

“With the Internet Revolution, information is often literally just a click away. It is

important that our young know what questions to ask, how to sieve information and

extract that which is relevant and useful. At the same time, they need to be

discerning so that they can shield themselves from harm, while adopting ethical

practices in cyberspace. Importantly, they should be able to communicate their

ideas clearly and effectively.”

Lower Secondary Workshop Schedule

Times	Thursday July 28	Singapore MOE Lower Secondary Curriculum Objectives	Resources
9-10:30 Strategies used: Brainstorming Case Study, Questioning, Cooperative learning	IntroductionsTeacher Participant Group PhotosCase: Choices Do know and need to know/Questions	For the “Choices” sessionsTheme: Science and Technology Knowledge Awareness that science is not confined to the laboratory but is manifested in all aspects of the world Awareness of the limitations of science and technology in solving societal problems. Skills and Processes: Use scientific inquiry skills such as posing questions, designing investigations, evaluating results and communicating learning communicate ideas on benefits and limitations of science and technology Ethics and Attitudes: Value individual effort and working in a team Appreciate that scientific inquiry requires certain attitudes Appreciate of the moral and social issues in the applications of science Theme: Models and Systems Students should appreciate that models are simplified representations of phenomena Theme: Energy Knowledge: Forms, conversion, conservation. Discuss the importance of reducing electrical energy wastage Ethics and Attitudes: the need for Singapore to conserve energy Theme: Interactions Ethics and Values: Appreciate the importance of understating and maintaining the connections among living things. Appreciate Man’s responsibility to have care and concern for living things and the environment	https://bioquest.org/nie2011Know/Need to Know Chart (Case Analysis Sheet)Participant Groups Responses: ChoicesCaseAnalysis
break
10:45 – 11:30 *Strategies Used:* Investigation, Questioning, Problem Solving, IT, National Education	Tool: Carbon footprint calculatorExperimental Design and Data collection State hypothesis Collect data		SEC Carbon Calculator for Household website Experimental Design Handout
*11:30-12Strategies used:*** Cooperative learning	Make Mini Posters Description of simulation Evidence for conclusions Inferences/ Conclusion Discussion might also include: Benefits/Limitations of science and technology Social issues in the application of science to Carbon foot printing		Miniposter Instructions Poster paper and marking pensParticipant Groups Posters: Poster1 Poster2 Poster3 Poster4 Poster5 Poster6 Poster7 Poster8 Poster9 Poster10
Lunch
*1-1:45Strategies Used**: role play (scientific poster session)*	Mini Poster PresentationTour de postersDiscuss assessment		Mini Poster RubricAssessment Handout
Thursday July 28, 2011
Time		Singapore MOE Lower Secondary Syllabus Objectives	Resources
1:45-2:30	Cyberlearning and 21^st Century Competencies Tools Featured: Worldmapper *Gapminder* *Wordle* One Map Singapore	MOE Themes that might be addressed with these resources: Measurement, Science and Technology, Interactions, Energy, and others	21^st Century Competencies Gapminder Sheet Worldmapper Sheet Wordle Sheet Additional Links for 21st Century Competencies: Nurturing Our Young 21st Century Skills – Annex Contact (10 August Issue)
2:30-3:00 *Strategies Used:* Investigation, Skill learning (a type of interactive demonstration), IT, Problem Solving	Tool: ImageJSetting scale and measuring	Theme: Measurement Knowledge: show an understanding that different instruments are used to measure different physical quantities accuratelySkills and Processes: Make estimation and/or measurements of length Ethics and Attitudes: Show an appreciation of scientific attitudes such as precision and accuracy Theme: Science and Technology. Knowledge Awareness that science is not confined to the laboratory but is manifested in all aspects of the world Awareness of the limitations of science and technology in solving societal problems. Skills and Processes: Use scientific inquiry skills such as using equipment (IT tool) Ethics and Attitudes: Value individual effort and working in a team Appreciate of the moral and social issues in the applications of science	Using Image J: Gathering Data from Images *How to Save Images and Capture Screenshots* SingaporeHarbor HongKongHarbor Coins More ImageJ: Biological Data from Images Hemlock twig Hemlock stomata Singapore Objectives Lower Secondary Science 21^st Century Competencies
3:00 Break

Thursday July 28, 2011
Time		MOE Objectives	Resources
*3:15-3:45Strategies Used:***Brainstorm, cooperative learning, IT, Investigation, Problem Solving	Find your own image to measureUsing screen capturesPlease email your data and image to: ethelstanley@gmail.com	Continuation of MOE objectives from previous session.	Map websites: Google Earth Google Maps One Map Singapore Online images websites: Google Images Flickr
3:45-4	Assignment: Read Components of a Case Module for tomorrow’s case writing session. Review the Choices case and activities. Identify each component. Explore some of the rubrics		Components of a Case ModuleCollaboration RubricCase Based Learning Rubric

Times	Friday July 29	Singapore MOE Lower Secondary Curriculum Objectives	Resources
*9-10:30Strategies Used***: Case study, Brainstorming, Questioning, Cooperative Learning, Investigation	Case: *Go Green* Exploring plant pigments	Theme: Science and TechnologyKnowledge Awareness that science is not confined to the laboratory but is manifested in all aspects of the world Awareness of the limitations of science and technology in solving societal problems. Skills and Processes: Use scientific inquiry skills such as posing questions, designing investigations, evaluating results and communicating learning communicate ideas on benefits and limitations of science and technology Ethics and Attitudes: Value individual effort and working in a team Appreciate that scientific inquiry requires certain attitudes Appreciate of the moral and social issues in the applications of science Theme: Measurement Knowledge: show an understanding that different instruments are used to measure different physical quantities accurately Skills and Processes: Make estimation and/or measurements of length, volume Ethics and Attitudes: Show an appreciation of scientific attitudes such as precision and accuracy Theme: Diversity Knowledge: Elements, compounds and Mixtures, Awareness of basic principles in separation techniques and roles of constituent properties, Awareness of application of these techniques in every day life Skills: use separation techniques such as paper chromatography Ethics and Attitudes: Appreciate need for systematic investigation	Global Awareness: Dancing Matt Singapore ICBL Cases: Upper Primary Workshop Resources CASE: Know/Need to Know Chart Participant Groups Responses: GoGreenCaseAnalysis *“Lab” supplies* EZ Chromatography Method Methodology Sheet Chromatography: Simulation Video: Time lapse separation of pigments by paper chromatography. 33 seconds Videos on grass stain removal: Mary from the Institute for Fabric Science Using alcohol and eucalyptus oil Acid, cream of tartar, Text: Kim and Aggie’s stain removal guide. Print Ad: Singapore spot lifter *How does the case Go Green* support 21st Century Skills? Collaborative Response: AlignmentGoGreen-21st**

Times	Friday July 29, 2011	MOE Lower Secondary Syllabus Objectives	Resources
10:30 Break
10:45 *– 12Strategies Used:*** IT, Brainstorming	Simulations (PhET and others)Explore and be thinking of possible simulations or tools to be used in your own classroom.Later, you will be asked to write a case that will lead to a meaningful use of that simulation or tool.	Theme: Models and Systems Students should appreciate that models are simplified representations of phenomena Other themes will depend on your interests. Models include biology, chemistry, physics, earth science	PhET Simulation Evaluation Sheet PhET Simulations Other links: IGCSE Biology Simulations Virtual Ecology Project Chem Collective Physics Simulation Library
Lunch	Discuss case ideas with your group
*1- 2:30Strategies Used:*** Brainstorming, Cooperative Learning, IT	Each of you will write a case scenario that will lead to a meaningful use of that simulation or tool Choose one of the group’s case scenarios. Develop plans for the rest of the case module with your group		Case Writing GuidelinesComponents of a Case ModuleComputers for searching for resources
2:30 Break
2:45-3:30	Group Presentations – Oral only	Presentations of Group Case Modules: Susan’s Bad Day Case Study Bioaccumulation Case Study From Bulk to Hulk Case Study Rubric CBL (From Bulk to Hulk) States of Matter Case Study ICBL_Rubrics_States of Matter Weight, Chocolate Case Study 21st century competencies (ACWE) Student product (ACWE) Rubric Case_Based_Lesson (Aishah, Cheryl, Wee Hong, Eng Li) What Goes Up? What Goes Down? Case Study Giving Cooking Pot a Clean Life! Case Study with Experimental-Design-and-Mini-Poster-Instructions Components of the Case Study GreenChris	Your group should email a Word document to: ethelstanley@gmail.com Please include the following: Idea for the case: setting, characters, etc. Two possible investigations Simulation or tool and one additional resource Two possible student products One example rubric 21^st Century Skills
3:30-4	Wrap up and evaluation		SERC PaperA Framework for K-12 Science Education NSTA Paper Evaluation form

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Lower Secondary Workshop

Investigative Case-Based Learning (ICBL): Teaching Science While Developing 21st Century Competencies

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Lower Secondary Workshop Schedule

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Investigative Case-Based Learning (ICBL):
Teaching Science While Developing 21st Century Competencies