Lesson Outline March 16, 1998

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Table of Contents

1. [Introduction]
2. [Assignments]: Chapter 10-11
3. [Materials and Ideas]:
4. [Discussion of Readings]: Chapter 10-11
5. [Activity 1]: designing more water activities
6. [Activity 2]: vee mapping
7. [Activity 3]: preparing images for the web
8. [Important links]

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Introduction:

1. Presenting your curriculum packages at the end of the course (Mar 23, Mar 30). Who is presenting when?
2. Course evaluations.
3. Perry: submit your materials for the water unit.
4. Water curriculum contributions
   1. Feb 2: Alisha [All the Water in the World], Karin [Egg float]
   2. Feb 9: Dawn and Polly [Acids and bases]
   3. Feb 16: Michael, Rosy [Erosion]
   4. Feb 23: Sean ["Cleaning Water"], Tara [Watershed]
   5. Mar 2: Glenda [Safe water], Perry []
   6. MR: [Evaporation/ Condensation]
   7. [Temperature-dependence of Volume of Water]
   8. Tara, Perry, Polly: [Concept map 1]
   9. Michael et al.: [Concept map 2]
   10. Water curriculum ([IRPs Water Grade 4])
   11. MR: [Thermal expansion]

 

 

 

 

 

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Assignments:

Assignment 1:

 

 

 

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Materials and Ideas:

1.  

 

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Discussion: Readings: Complete discussions of Chapter 10 and 11

1. Open responses from ED-E445 students to
   1. Designing kowledge-building communities.
   2. Designing for designing, authentic problem solving.
2. Discussion Designing:
   1. Why is it important to have a coherence of activities rather than jumping back and forth between cute but disconnected activities? (Which teachers sometimes do to "keep children's interest") (GROUP: provide listing on newsprint sheets)
   2. How do you balance the individual and social construction of scientific knowledge and re-construction of canonical scientific knowledge?.

 

 

 

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Activity 1: Students present their curriculum packages.

1. Alisha
2. Dawn (yes)
3. Perry
4. Polly (yes)
5. Michael
6. Rosy
7. Sean
8. Glenda (text on diskette, copies of appendices)
9. Tara (yes) (copies next lesson)
10. Karin (yes)

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Activity 2: Concept mapping of the curriculum unit on water.

1. In three groups, design concept map to serve as the front end to our curriculum package on water in grade 4. Prepare on newsprint for class discussion.
2. In class discussion, negotiate the form of the final concept map.
3. (Instructor will prepare computer drawing and convert concept map into HTML compliant format.)

 

 

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Activity 3: Designing more activities for the water curriculum

1. As a class, design the concept map to be used with our grade 4 water curriculum
2. In groups of two, design one activity to be included in our water curriculum to be added to the activities that we have so far. Most importantly, include productive questions that can get students and teacher to spin off into doing series of activities beginning with your own.

 

 

 

 

 

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Important links:

[IRPs Science K-7]
[Science Education Associations]
[ AltaVista: Advanced Query] (Searching the net)

 

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