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I have compiled here a typical lesson in my default teaching style.

In this case, I would begin by working on a case study with the class. The case study for this topic is called HeLa, and refers to the story about Henrietta Lacks. The students read her story, piece by piece, and try to diagnose her symptoms. In the end, they discover that she has cancer. The story goes on to explain that her cancer cells were cultivated by doctors without her permission to be used in cancer research. This opens up an opportunity to discuss the ethical issues of this in class. I try to do an interesting real-life application in my science classes as much as possible; however, I find it difficult because they are time consuming to create and very time consuming regarding class time.

After opening up about the topic of cancer, I would then move into the lesson about cancer and cell growth gone wrong. This particular lesson was geared towards a grade 10 academic class (biology unit). My typical teaching style in science uses a PowerPoint presentation and provides the students with a fill-in-the-blanks worksheet or a printed copy of the slides. I find that when the students have to copy little to no words from the board, it gives them time to listen more and/or jot down notes that I am saying.

By looking through this lesson, you will note that important words appear in different colours, giving students the hint to write/highlight those words. I also use a lot of pictures, making the lesson very visual. Lastly, there are a few slides with questions written in big, red font. These are questions that I use to start discussions in class.

As you can see, my default teaching style is lecture-based, but I try to keep the students interested by engaging them in discussion or making real-life relations.

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Health bracelets and magnetic therapy -

For this activity, students will use Think-Pair-Share to determine the reliability of an article.

Health bracelets and magnetic therapy have become more popular in recent years, but do they work? According to the article below there are many benefits to magnetic therapy.

https://magnetixwellnessbunney.com/what-is-magnetic-therapy-12-health-benefits-of-this-magnet-treatment/

Requirements: computer lab or internet access for students to access article and conduct their own investigation of its reliability.

Students will be given the link to the article to review on their own for 5 minutes before connecting with their partner to go over their ideas.

The task: read through the article and determine if it is a reliable source of information. Include at least 3 reasons to support your point of view.

Students will be given 20-30 minutes to discuss with their partner and create a bullet point list of what they found followed by a one-paragraph reflection about the importance of checking your sources. To be evaluated by the teacher by means of a rubric.

The results:

Students should find this article to be not reliable, as magnetic therapy itself is a pseudoscience. A search among scientific journals will reveal this.

The website has a very clear bias since it sells magnetic jewelry

The author of the article has no scientific training or education and the “health benefits” that are claimed are not referenced to any real scientific studies.

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I made a Prezi to outline some major concepts as well as ways to incorporate them into the classroom!

https://prezi.com/view/7j1J6eisHa60bycUQfTN/

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Gas Exchange - Flipped Lesson
Course: SBI3C
Unit: Anatomy of Mammals
Specific Expectations:

E3.2 describe the anatomy and physiology of the respiratory system (including the nasal cavity, trachea, larynx, bronchi, bronchioles, alveoli, and oxygenated and deoxygenated blood) and the mechanisms of gas exchange and respiration

E3.4 explain some of the mechanisms of interaction between a mammal’s different body systems (e.g., the exchange of oxygen and carbon dioxide between the respiratory and circulatory systems)

After already learning about the respiratory and circulatory systems, the students will use this flipped classroom strategy to learn about gas exchange. If I were to do this with my class, I would post the video and accompanying student handout (see attached) on the Google Classroom for students to access at home. Upon return to class the next day, students will have a discussion about what they have learned and the assigned questions to make sure they have all completely understood. Next, students will work in groups to write a first person narrative story about the journey of oxygen into the body and create a visual (poster, storybook, comic, etc.). For more details about the in-class activities, see the attached lesson plan.

Video: https://youtu.be/mZvzl8KH6iI

Lesson Plan/handout: See attached

Source: www.sciencesauceonline.com

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Environmental Impact of Hazardous Waste:

Course: SNC2D

Unit: Chemistry

Related Expectations:

C1.2 analyse how an understanding of the properties of chemical substances and their reactions can be applied to solve environmental challenges

C3.6 describe the process of acid–base neutralization (i.e., an acid reacts with a base to form a salt and often water)

C3.7 describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)

Students will begin by using research to fill out the first part of the activity sheet:

1. What is toxic/hazardous waste?

2. What policies are in place to protect the environment from it? When did these start?

3. True or False: Misconceptions about hazardous waste

Students will then use a level 3 (guided) inquiry model in the following in-class activity:

→ They will be given a question but no method or solution

Problem: Ms. Borg finds an unlabelled container of liquid after her classes’ labs today. She knows the substance is relatively-safe but does not want to dump an overly acidic or basic solution into the sink...what should she do?

1. Students will be required to create a materials list and method before they begin

2. When they are ready to begin, they will be provided with a sample of an unknown liquid

The substance can be changed but something like baking soda solution, vinegar or lemon-water would be easy to create and safe

Hopefully, they begin by identifying if the substance is an acid or base using any of the methods discussed.

Students can use common acids and bases from the classroom (teacher will have a variety of things at the front of the room) to try and neutralize the substance.

Safety note: Go over with students the importance of not tinkering with mystery chemicals unless in a controlled classroom environment with permission and supervision from a teacher

(See student handout)

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Genetics Blog Assignment - STSE Applications

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I have created a lesson for a SNC1D class for the Earth and Space Science unit using the lesson planning template I made during this course. It includes various elements that we have studied in this course such as collaboration, digital tools, cross-curricular components, assessment through observation and conversation, STSE components, and scientific literacy.

I chose to create a lesson template in contrast to the Powerpoint I made in module 1 because instead of a typical lecture-style lesson, I wanted to give students ownership of the material and have them guide their own learning about this topic.

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What evidence did you collect that shows a change in your teaching practices from your previously identified default teaching strategy?

I have put together a collection of lessons and activities that are ready to use in future science classes. They contain a wide range of teaching tools and lesson elements that we have studied in this course.

What are the most influential changes to your teaching practices?

My students influence my teaching the most. If I find that a lesson or activity didn't hit home with them, that is my cue to reflect and re-vamp it somehow, whether I try again with the same class or fix it for next year.

Which component of deep learning competencies or deep learning pedagogies have influenced the most change in your teaching?

I have always known that the deep learning competency of communication was important for teaching but I think my understanding of this element has changed as I learn more about teaching. I am constantly learning about new tools and methods to use to connect my students with the subject material, which is increasingly reliant on the use of technology.

How will you continue evolving your practice after this course is completed?

I will continue to self reflect and seek out help/feedback from colleagues. It is great to have a supportive department at school that I can bounce ideas off of or go to with issues.

What are some ways you can keep up to date on new ideas in teaching science?

The most realistic way for me to keep up to date with emerging ideas in science is to follow reputable science news accounts and influencers on Twitter. I scroll through my Twitter feed everyday to find other news items and stories of interest, so this would be a realistic way to incorporate science news as well without creating a lot of extra work for myself.

How will you encourage pedagogical evolution in your colleagues?

By leading by example and sharing some of the ideas and strategies I use in my own class, I hope that my colleagues will be intrigued and follow with some of the same strategies. As a newer teacher at my school, not many others come to me for advice, but hopefully that will change as I grow in the profession.

What strategies will you present to your department to improve its efficiency and/or encourage dynamic teaching philosophies?

After using dynamic teaching strategies in my own class, I would present the results (student responses, reflection exit tickets, etc.) to my department to show the merit of being open to change.

What topic(s) have you liked the most about this course?

I have enjoyed the aspects of the course that teach specific strategies/tools to use in the classroom, ie. collaboration, examples of digital tools, etc.

What topic(s) have you liked the least about this course?

I typically least enjoy theory that does not directly give classroom strategies but I understand the merit in learning it.

What are two goals you will include in your next annual learning plan?

Incorporate one project-based learning task per class

Regularly use collaborative strategies in each class once per week