Lesson Outline January 17, 1998

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Table of Contents

1. [Introduction]
2. [Assignments]
3. [Discussion of Readings]
4. [Materials and Ideas]
5. [Activity 1]
6. [Activity 2]
7. [Important links]

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Introduction:

1. Outline for today
   1. Discussion of readings;
   2. Construction challenge; reflections on problem solving and learning
   3. Modeling demonstrations activities surrounding water
   4. Preparation for the water presentations; involve hands-on, actual materials;
2. Useage of materials from the labs downstairs
3. Agreed order of presentations
   1. Feb 2: Alisha, Karin
   2. Feb 9: Dawn, Polly
   3. Feb 16: Michael, Rosy
   4. Feb 23: Sean, Tara
   5. Mar 2: Glen, Perry

 

 

 

 

 

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Assignments:

Assignment 1: Read Chapter 4 (Knowing engineering design); send your comments and reaction to email list.
Assignment 2: (Continued from Lesson 3) Bring glue, card board, straws, scissors etc.

 

 

 

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Discussion: Readings (video) (Group session) (35 minutes)

1. Video: Grade 4-5 students presenting their work to whole class (931112VT2)
2. Open responses from ED-E445 students to achievement
3. Discussion about assessment.
   1. What can we do to make assessment more comprehensive?
   2. How can students be involved?
   3. Do teachers have to be the authority on assessment?
   4. What is the purpose of assessment?

 

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Materials and Ideas: (10 minutes)

1. Lever activity [Page 1]
2. Lever activity work sheet [Page 2]

 

 

 

 

 

 

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Activity 1: Open-design activity (1 hour)

1. Using spaghetti for the deck and your own materials for piers and abutment, construct a bridge with a minimum span of 35 centimeter and for maximum load. (40 min)
2. Present your bridge. Test them with everyone present. (10 min)
3. What are common features to strong bridges? What are common features in weaker bridges? (10 min)
4. You may work in groups or on your own.
   • ------------
5. Reflection
   (What did you think as you were in the experience?)
   (Why [not] would you use the sequence to introduce pulleys in this way?)
   (What are the problems with this type of activity?)
   (Problems with whole-class guided activities?)

 

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Activity 2: Designing the water curriculum ([IRPs Water Grade 4]) (1.5 hours)

1. Notes from previous class. [IRPs] [Temperature-dependence of Volume of Water]
2. Overview: Student concept maps
   1. Tara, Perry, Polly: [Map 1]
   2. Michael et al.: [Map 2]
   3.  
   4.  
3. Presentation 1: Does water always boil at 100° C?
   1. Materials: Bell jar, 2 beakers, balloon, 2 thermometers, kettle
   2. Present, record
   3. Open response
   4. Viewing video
   5. Discussion
4. Designing presentations

 

 

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Important links:

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

 

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