Upper Primary Workshop

Untitled Document

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

This course is designed to

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

Investigative Case Based Learning is one teaching strategy that supports 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.”

Upper Primary Workshop Schedule

Times		Tuesday 26 July	MOE Primary Curriculum Objectives	Resources
9-9:30		Introductions, Overview, Website		https://bioquest.org/nie2011
9:30-10:30		Case 1: Racing Rosie Using a computer simulation Know/Need to Know Answers	Theme: Systems Knowledge: Human respiratory system Identify the organs Recognize the integration of different systems	Know/Need to Know Chart (Case Analysis Sheet) Breathing Simulation
10:30 Break
10:45 – 11:30		Small groups Lab activity: experimental design Collecting data	Skills: Formulating hypotheses, observing, using apparatus and equipment, inferring Processes: Investigation Ethics and Attitudes: Show objectivity by seeking data and information to validate observations and explanations	Experimental Design Sheet Variety of equipment Participant Group Photos Part 1 Part 2
11:30-12		Small groups Miniposters Hypothesis Description of Experiment Data Inferences/ Conclusion	Skills: Communication, evaluation	Instructions for the Miniposter Poster paper and marking pens
Lunch				Global Awareness: Dancing Matt
1-1:45		Present posters x Discussion and application of 21^st century competencies	Skills: Communication	Miniposter Rubric 21^st Century Competencies Case Based Learning Rubric Participants Posters: Hold Your Breath Part 1 Part 2 Take My Breath Away Exer CO2 ise Ali’s Breath Ah Ha How Long Can You Hold Your Breath? Impact of Exercise on Breath Holding Part 1 Part 2 Breathless
1:45 – 2:45		Case 2: *The Salmon Challenge* Collect data and make a graph	Theme: Interactions Knowledge: Identify the factors that affect the survival of an organism Discuss the effects on organisms when environment becomes unfavorable Give examples of Man’s impact on the environment Skills and processes: Observe, collect and record information, communicating (graphical) Ethics and Attitudes: Show concern for Man’s impact on the environment Value individual effort and teamwork.	Salmon Challenge Simulation website1 Try websites below if you are having trouble getting to the Salmon Challenge Salmon Challenge website2 Salmon Challenge website3 Know/Need to Know Chart Graph paper
2:45 Break
3-3:45		After case activity: Carbon footprint for travel to work Other questions to explore?		Carbon Footprint Activity Sheet Singapore Carbon Footprint Calculator website
3:45-4		Tools for Data and Text Visualization Assignment Please email to: ethelstanley@gmail.com brief description of one activity that you use with seeds in the classroom one rubric for a science activity you are currently doing Wrap up		Additional Resources and simulations: Worldmapper Wordle Some simulations for pollution effect on environment: http://www.smogcity.com/ Smog City Developed in 1999, you can change values for weather, population, and pollution generating sources to see effects on air quality index. Simple to use, but uses Farenheit and the range of temps is 80-120 (30-45 C?). Good educational background info http://climate.nasa.gov/kids/games/ This website from the USA’s space agency has some fun games on energy, weather and such. Good for primary http://phet.colorado.edu/en/simulation/greenhouse Greenhouse effect simulation to explore impact of clouds, pollution, and to examine properties of different greenhouse gasses. Interesting. Maybe use in combination with Worldmapper http://www.howtosmile.org/record/5391 Sampling streams for organisms that indicate pollution levels. FUN Additional Links for 21st Century Competencies: Nurturing Our Young 21st Century Skills – Annex Contact (10 August Issue)
Times	Wednesday 27 July		MOE Primary Curriculum Objectives		Resources
9-10:00	Case 3: Seedy Pup Forensics analysis of evidence Explore seedlings and plant materials to answer your case questions Compare and contrast plants to develop characteristics that can be used as evidence		Theme: Cycles Knowledge: Living things reproduce Seed germination Compare and contrast plants Skills: Investigate the ways plants reproduce, observation, compare and contrast, working with equipment Ethics and Attitudes: Show curiosity in exploring surrounding plants and animals and question what they find Value individual effort and team work		Know/Need to Know Chart Workshop Participants: *Responses to Seedy Pup* Case Analysis Scruffy Verdicts**
10-10:30	Sharing seed activities Chia vs Quinoa seeds Your activities will be posted online				Instructions for Seed Activity
10:30 Break	*Chia fresca?*
10:45 – 11:30	Discussion of your rubrics: How to modify learning activities to fit 21^st century competencies How cases can help				Assessment Handout Case Based Learning Rubric Collaboration Rubric
11:30-12	Wrap up of what you are expected to do after lunch Small group formation.				Components of a Case Module
Lunch	Consider discussing afternoon project ideas over lunch
1- 2:45	Adapt one of the three cases used during this workshop for your own classroom setting				Please email your Word document to:ethelstanley@gmail.com Your group should provide a Word document with the following case adaptations: case scenario two to three resources sample assessment two student products two possible activities 21st Century Competencies
2:45-3:30	Participant Groups Presentations 5 minutes 2 minutes (questions)				SeedyPubbers Fish farms Case Study Powerpoint Rubrics ScruffyCase-based Learning case study – Gotcha the river challenge Componentsprobspace- the river challenge What the fish!
3:30-4	Wrap up and evaluation				SERC Paper A Framework for K-12 Science Education NSTA Paper Issues Oriented Science Teaching Strategies: Issues Oriented Science Issues Design Plan Issues OS Writing Frames