Hands-On Science and Technology for Ontario, Grade 1 is an easy-to-use resource for teaching the five strands of the Ontario science and technology (2022) curriculum:
STEM Skills and Connections
Life Systems: Needs and Characteristics of Living Things
Matter and Energy: Energy in Our Lives
Structures and Mechanisms: Everyday Materials, Objects, and Structures
Earth and Space Systems: Daily and Seasonal Changes
Hands-On Science and Technology for Ontario, Grade 1 encourages students' natural curiosity about science and the world around them as they participate in hands-on activities and explore their environment. Using the inquiry approach, this comprehensive resource
fosters students' understanding of STEM (science, technology, engineering, and mathematics) skills
makes coding and emerging technologies approachable for both teachers and students
emphasizes personalized learning using a four-part instructional process: activate, action, consolidate and debrief, enhance
relates science and technology to sustainability and our changing world, including society, the economy, and the environment
focuses on practical applications of the engineering design process as students work on solutions to real-life problems
builds understanding of Indigenous knowledge and perspectives specific to Ontario
explores contributions to science and technology by people with diverse lived experiences
Using proven Hands-On features, this book provides resources for both teachers and students including background information on the science topics; complete, easy-to-follow lesson plans; materials lists; and digital image banks and reproducibles (find download instructions in the Appendix of the book).
Innovative elements developed specifically for the Ontario curriculum include the following:
plugged and unplugged coding activities in nearly every lesson
land-based learning activities
opportunities for students to use guided research, hands-on inquiry, and the engineering design process
a fully developed assessment plan to guide assessment for, as, and of learning
ideas and prompts for STEM Makerspace projects
Auflage
New Edition, Updated & Revised
Sprache
Verlagsort
Produkt-Hinweis
Illustrationen
Maße
Höhe: 279 mm
Breite: 216 mm
Dicke: 38 mm
Gewicht
ISBN-13
978-1-77492-066-4 (9781774920664)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
??Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.
For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.
Jennifer H. Manitowabi (she/her/hers) is an Ojibway educator and PhD student at Lakehead University. Throughout her career in education in both Canada and the US, she has worked as a bus driver, classroom teacher, principal, and education director. Jennifer encourages all teachers to incorporate Indigenous worldviews into their lessons and find opportunities to build relationships with the First Nations of Turtle Island. Jennifer is a member of Lac Seul First Nation, where she currently resides, and can often be found creating artwork that celebrates her culture.
Introduction to Hands-On Science and Technology for Ontario, Grade 11
Introduction to Hands-On Science and Technology 2
Program Introduction 2
The Inquiry Approach to Science and Technology 2
21st Century Teaching and Learning 3
The Goals of the Science and Technology Program 3
Hands-On Science and Technology Strands and Expectations 4
Hands-On Science and Technology Fundamental Concepts and Big Ideas 4
Hands-On Science and Technology Program Principles 5
Infusing Indigenous Perspectives 5
Cultural Connections 7
Land-Based Learning 7
Technology 7
Sustainability 7
Program Implementation 8
Program Resources 8
Classroom Environment 11
Planning Units-Timelines 12
Classroom Management 12
Classroom Safety 12
Scientific Inquiry Skills: Guidelines for Teachers 12
Observing 12
Questioning 13
Exploring 13
Classifying 13
Measuring 14
Communicating, Analyzing, and Interpreting 14
Predicting 15
Inferring 15
Inquiry Through Investigating and Experimenting 15
Inquiry Through Research 16
Online Considerations 17
Addressing Students' Early Literacy Needs 17
Technological Problem Solving 17
Makerspace 18
The Hands-On Science and Technology Assessment Plan 20
Assessment for Learning 21
Assessment as Learning 21
Assessment of Learning 22
Performance Assessment 23
Portfolios 23
Evidence of Student Achievement Levels for Evaluation 24
Important Note to Teachers 24
References 25
Assessment Reproducibles 26
Achievement Chart for Science & Technology 41
Unit 1: Needs and Characteristics of Living Things 43
Introduction 44
Unit Overview 47
Curriculum Correlation 48
Resources for Students 50
Websites and Online Videos 52
1 What Do We Know About Living Things? 54
2 How Are Living and Nonliving Things Different? 59
3 What Parts Make Up the Human Body? 64
4 How Are Human Features Unique? 68
5 What Is Inside the Human Body? 72
6 What Do We Need to Eat to Stay Healthy? 77
7 What Do We Know About Our Five Senses? 81
8 Which Body Part Is Related to Each of the Five Senses? 87
9 How Do Our Senses Protect Us, and How Can We Protect Our Senses? 90
10 What Are the Needs of Living Things? 95
11 How Do Animals Meet Their Needs in Their Local Environments? 99
12 What Do Plants Need to Stay Alive and Healthy? 104
13 How Do Plants and Animals Work Together in the Environment? 108
14 How Do We Maintain a HealthyEnvironment for All Living Things? 112
15 Which Jobs and Hobbies Involve Plants and Animals? 119
16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 123
Unit 2: Materials, Objects, and Everyday Structures 127
Introduction 128
Unit Overview 131
Curriculum Correlation 132
Resources for Students 133
Websites and Online Videos 134
1 What Do We Know About Objects and Materials? 135
2 How Can We Describe Objects and Materials? 140
3 How Can We Sort Objects and Materials? 144
4 Why Are Some Materials Better Than Others for Certain Jobs? 148
5 How Can Different Materials Be Used to Construct Objects? 153
6 How Do We Decide Which Materials Are Best to Do a Job? 157
7 Why Is It Important to Choose the Right Material for the Job? 162
8 What Kinds of Waste Do We Produce in the Classroom? 166
9 How Can We Build Objects With Recycled Materials? 170
10 What Can We Learn About Structures in the School? 174
11 What Can We Learn About Natural Structures? 178
12 Inquiry Project: How Can We Make a Model Playground? 181
Unit 3: Energy in Our Lives 185
Introduction 186
Unit Overview 189
Curriculum Correlation 190
Resources for Students 191
Websites and Online Videos 192
1 What Do We Know About Energy? 194
2 How Do We Know We Get Energy From the Sun? 199
3 How Do Living Things Get Energy? 203
4 What Are Some Everyday Uses of Energy? 208
5 How Do We Use Energy Safely? 213
6 What Happens When Energy Is Lost? 218
7 How Can We Save Electricity? 221
8 How Do We Use Energy Throughout the Seasons? 224
9 Inquiry Project: How Can We Design and Build Devices That Use Energy? 228
Unit 4: Daily and Seasonal Changes 233
Introduction 234
Unit Overview 237
Curriculum Correlation 238
Resources for Students 239
Websites and Online Videos 241
1 What Do We Already Know About Daily and Seasonal Changes? 243
2 How Do We Put Events in a Sequence? 249
3 Is There a Sequence to Our Daily Activities? 254
4 What Are Some Differences Between Day and Night? 258
5 What Are Our Weekly Routines? 264
6 How Are the Months of the Year the Same and Different? 268
7 How Do We Know the Sun Gives Us Heat? 273
8 How Does the Size of Our Shadow Change Throughout the Day? 278
9 How Does the Temperature Change Throughout the Day? 283
10 How Do Seasonal Changes Affect Plants? 287
11 What Is a Good Design for a Bird Feeder? 293
12 Which Activities Do People Do During Different Seasons? 297
13 Which Characteristics of Shelters Make Them Safe Throughout the Seasons? 301
14 Inquiry Project: How Do Seasonal Changes Affect Animals? 305
References 309
Appendix: Image Banks 311
About the Contributors 322
