• Possible variations for textbook use:
  • 1 copy of text A and 1 copy of text B for each group of three students;
  • 1 text A per student in one classroom plus one text B per student in another classroom. Devise strategies to exchange texts periodically; and/or,
  • 1 text per 3 or 4 students plus copies of other items, to create resource packages useable in groups for activities where there is a designated reader, investigator/manipulator, and recorder/reporter.
• Teacher resource materials. All teacher editions plus certain key supports from resource packages may be procured.

What kind of materials, print and nonprint, are necessary to meet the objectives of the program? How can these materials best be selected and used by educators and students alike?

What resources do we already have in the school division?

Are the learning resources readily available?

Are sufficient resources available to teach the program as intended?

Equipment and Facilities

• Teachers should use the Curriculum Guide and resources to determine which activities are likely to be performed. See the equipment and supplies listed in the resources chosen. It is recommended that a school or school division establish an inventory of equipment.
• Some other suggestions include:
  • using materials from home;
  • procuring unused equipment from other schools; and,
  • obtaining community and industry support.
• It is desirable that classroom facilities for doing activity-based science should include all or most of the following features:
  • flat, movable desks or tables appropriate to the size of the students (for group work);
  • perimeter counter space;
  • as much storage as possible;
  • sinks with hot and cold running water;
  • electrical outlets;
  • AV equipment and accessories;
  • reading materials display area;
  • bulletin/display area;
  • adjacent or centralized preparation/storage area; and,
  • natural window lighting for plants or artificial plant-growing lights.

Are equipment and facilities adequate to facilitate the achievement of program objectives?

What areas need improvement?

Implementation Workshops

• Implementation workshops will be offered on a regional basis except for the large urban centres of Regina and Saskatoon who will hold similar sessions.
• The exact dates and times will be announced at a later date.
• Workshops will be offered each year for three years.
• Implementation suggestions:
  • Consider implementing each grade sequentially over a three or four year period.
  • Plan for the two days of inservice for each subject area that will be provided by Saskatchewan Education - an initial workshop and a follow-up session.
• Responsibilities:
  • School division determines implementation plan.
  • Regional Coordinator of Curriculum and Instruction provides:
    • curriculum guides;
    • date and location of workshop;
    • distribution of workshop agenda; and,
    • consultation.

Costs

• Saskatchewan Education has developed the curriculum and evaluated materials.
• Saskatchewan Education pays expenses related to workshop leaders and facilities for implementation workshops.
• School divisions are responsible for expenses of their participants - release time, travel, meals & accommodation, and resources for implementation workshops.

Are the financial resources allotted to support the implementation of this program sufficient?

Are there creative ways to free up funding? e.g., use of textbook budget to buy key resources (suggested in bibliography) or manipulative materials or equipment (to support the achievement of program objectives).