Lesson Outline March 2, 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]:
6. [Activity 2]: Glenda's and Perry's presentations
7. [Activity 3]: Discussion of final assignment
8. [Important links]

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Introduction:

1. Half-way mark evaluation: What can we do further to enhance your learning?
2. Details for the final project. [Activity 3]
3. Presenting your curriculum packages at the end of the course (Mar 23, Mar 30). Who is presenting when?
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 [], 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: Read Chapter 10-11 (Designing communities. Participating is learning); send your comments and reaction to email list.

 

 

 

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Materials and Ideas:

1. [Thermal expansion]

 

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Discussion: Readings:

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: 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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Activity 2: Presentation of activities by Glenda, Perry. 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. What should be the component parts of each package so that they are useful to everyone?
   1. Description of activity?
   2. Worksheet?
   3. List productive (open-ended) questions?
   4. Concept map/mind map for overview?
   5. Where to be made available for others?
   6. Anyone ready to put it in web format?
2. Presenting your curriculum packages at the end of the course (Mar 23, Mar 30). Who is presenting when?

 

 

 

 

 

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Important links:

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

 

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