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 primary 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 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
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Theme:
Knowledge:
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10:30 Break | |||||
10:45 – 11:30 | Small groups
Lab activity: experimental design Collecting data |
Skills:
Processes:
Ethics and Attitudes:
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Participant Group Photos |
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11:30-12 | Small groups
Miniposters
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Skills:
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Instructions for the Miniposter
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Lunch | Global Awareness: | ||||
1-1:45 | Present posters
x Discussion and application of 21st century competencies |
Skills:
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Participants Posters: Hold Your Breath How Long Can You Hold Your Breath? Impact of Exercise on Breath Holding
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1:45 – 2:45 | Case 2: The Salmon Challenge
Collect data and make a graph |
Theme: Interactions
Knowledge:
Skills and processes:
Ethics and Attitudes:
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Try websites below if you are having trouble getting to the Salmon Challenge
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2:45 Break | |||||
3-3:45 | After case activity:
Carbon footprint for travel to work Other questions to explore? |
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3:45-4 | Tools for Data and Text Visualization
Assignment Please email to: ethelstanley@gmail.com
Wrap up |
Additional Resources and simulations: Some simulations for pollution effect on environment:
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 This website from the USA’s space agency has some fun games on energy, weather and such. Good for primary Greenhouse effect simulation to explore impact of clouds, pollution, and to examine properties of different greenhouse gasses. Interesting. Maybe use in combination with Worldmapper Sampling streams for organisms that indicate pollution levels. FUN
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Times | Wednesday 27 July | MOE Primary Curriculum Objectives | Resources | ||
9-10:00 | Case 3: Seedy Pup
Forensics analysis of evidence
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Theme:
Knowledge:
Skills:
Ethics and Attitudes:
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Know/Need to Know Chart
Workshop Participants:
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10-10:30 | Sharing seed activities
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Instructions for Seed Activity |
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10:30 Break | Chia fresca? |
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10:45 – 11:30 | Discussion of your rubrics:
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11:30-12 | Wrap up of what you are expected to do after lunch
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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:
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2:45-3:30 |
Participant Groups Presentations
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SeedyPubbers
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3:30-4 | Wrap up and evaluation |
Issues Oriented Science Teaching Strategies:
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