Lesson Outline February 2, 1998

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Table of Contents

1. [Introduction]
2. [Assignments]: Chapter 7
3. [Materials and Ideas]: Karin's egg float;
4. [Discussion of Readings]: Chapter 7
5. [Activity 1]: Testing and discussing bridge
6. [Activity 2]: Dawn and Polly's presentation
7. [Activity 3]: Discussion of final assignment
8. [Activity 4]: Simple machines: Energy
9. [Important links]

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Introduction:

1. Agreed order of presentations
   1. Feb 2: Alisha, Karin [Egg float]
   2. Feb 9: Dawn and 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 7 (Discourse practices); send your comments and reaction to email list.

 

 

 

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Materials and Ideas: (10 minutes)

1. [Egg float] (by Karin Deboer)
2. Inclined plane [Task]
3. Inclined plane [Summary]
4. Energy [Acetate]
5. (Preparing your materials, overheads using graphics programs)

 

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Discussion: Readings (video) (Group session)

1. Video: Grades 4-5 discussing John and Jeff's bridge (VT 931216-17VT1 9:16-9:28)
2. Open responses from ED-E445 students to achievement
3. Discussion about assessment.
   1. Emergence and circulation of discourse practices?
   2. Scaffolding questions (p. 174, 176)?
   3. Compare to questions p. 177?
   4. Teachers as network builders?

 

 

 

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Activity 1: Analysis of bridges. VIDEOTAPE

1. Present your bridge. Test them with everyone present.
2. What are common features to strong bridges? What are common features in weaker bridges? (10 min)
   • ------------
3. Reflection
   1. (What did you think as you were in the experience?)
   2. (Why [not] would you use the sequence to introduce pulleys in this way?)
   3. (What are the problems with this type of activity?)
   4. (Problems with whole-class guided activities?)

 

 

 

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Activity 2: Presentation of activities by Dawn and Polly. VIDEOTAPE.

1. Open responses, critique, suggestions for improvement.
2. Watch videotape of presentation.
3. Responses, critique, suggestions for improvement.
4. PRODUCTIVE QUESTIONING STEMS (with class, list more of them)
   1. What can you do to find out . . .?
   2. What happens if . . .?
   3. Are there other ways to . . . ?
   4. EXPLAIN, ELABORATE, JUSTIFY . . .
5. Design additional activities around the themes presented by students.

 

 

 

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Activity 3:

1. Discuss final assignment.
2. Fix grade level, curriculum topic, etc.

 

 

 

 

 

 

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Activity 4: Teaching Simple Machines Curriculum

1. Curriculum [[Pulleys Curriculum Concept Map]]
2. Building prior knowledge [Inclined plane summary]
3. [Acetate] on energy
4. View video on energy (941212VT1 11:10)
5. [Excerpt from the TEACHER-STUDENT lesson conversation]
6. Open responses
7. What are some problems in this kind of teaching?
8. What are some positive aspects in this kind of teaching?

 

 

 

 

 

 

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Important links:

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

 

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