How will we do this?

How can we take the aforementioned goals, and put together a course to comply with the new BC curriculum core competency goals ?

For the purposes of this explanation, we have prepared a digital component using Edublog to document their findings for their Science Fair. In this assignment students will propose a hypothesis to generate solutions for problems they observe in their community. While using the scientific method, they will conduct experiments or create innovations to confirm or reject their hypothesis. Once they complete their experiment they will post their findings, in an online blog format, with graphs and images to help show their findings. During this process, students are expected to give verbal feedback to their classmates and write comments on classmate’s blogs.

The challenge now lies on achieving the new goals of Personal Social, Communication, and Critical Thinking as outlined by the new curriculum. The new core competencies align with an assessment practice called formative assessment (more information on this type of assessment can be found on Wikipedia). This assessment practice, at its core, is the continual growth of a student throughout the course.

Below is an overview on how we’ll achieve those goals. The following graphic is taken from the BC curriculum website, and we will be aligning our digital literacy goals with this model. 

The Do  is  where students will complete their assignment following the criteria set out for the project, in this case the blogging, commenting, and sharing their findings from the Science Fair. The criteria for the science portion is outlined in the STEM Fair Student Schedule and the Digital Assessment Rubric Example.

The Know area is covered in class and at home through their teacher, self-directed learning, and collaborative learning with their peers.

The Understand will be measured through the traditional marking rubric and by peer and self evaluations. The following three links provides an example of assessment practices.

When looking at the peer evaluation process, the difference between the traditional and digital is the expectation that students will comment and reply on other student’s blogs.

While the Science Fair is one example on how students will improve their digital skills, we have revamped the Science 9 curriculum to target further digital skills. Along with the inclusion of the Science Fair Project, we also have the following Digital Assessments for the Science 9 course:

  • The use and creation of a flow chart using – Chemistry Nomenclature
  • Creating, collaborating and saving a PowerPoint document to Office 365 in order to represent their findings from adventures to the Lagoon – Ecology & Evolution
  • Creating a video voice over to explain the process of Mitosis and Meiosis – Biology Reproduction
  • Constructing circuit diagrams using PhET and using the schematic to assist in designing and building a house with electricity – Physics Electricity