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EDTE 316 Science Methods Fall 2007

This PowerPoint presentation discusses the use of discrepant events in science education, specifically focusing on the Egg in a Bottle experiment. It includes instructions for conducting the experiment and prompts for small group discussion on incorporating the 5 Es of inquiry-based learning. Additionally, it outlines the process of designing a unit, including creating student learning profiles and identifying enduring outcomes. The presentation also provides a platform for submitting drafts of unit plans for feedback.

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EDTE 316 Science Methods Fall 2007

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  1. EDTE 316 Science Methods Fall 2007 Module 2 (Weeks 3 & 4) To properly navigate through this PowerPoint, go to “View” and click on “Slide Show”

  2. Week 3: • Deciding How to Teach It • Inquiry & the 5 Es

  3. Stop here and read Chapter 3. If you have not already done so, click on Teaching the Science Class You Never Had textbook link on the course website. You can either read Chapter 3 online or print it. When you are finished reading Chapter 3, go to the next slide for discrepant event instructions. Everybody will do the same discrepant event, but you’ll all be doing something different with that discrepant event.

  4. Discrepant Event:Egg In A Bottle Materials Needed: • An apple juice bottle or cider bottleNewspaperMatchesA hard boiled eggSauce Pot Instructions: • Wash and dry the juice bottle. Peel the egg. • Cut or tear the newspaper into strips. • Place the strips into the juice bottle. • Light the strips on fire. • When the paper starts to burn, place the egg over the opening of the bottle. • Wait.....keep waiting.... • Observe what happens

  5. Small Group Activity • After doing the discrepant event on your own, find your 5 Es group on TaskStream (by Wednesday) • With your group, discuss how the elements of your particular “E” could be used if you were teaching this discrepant event. Be sure to address the guiding prompts for this “E” • Choose 1 spokesperson to summarize the qualities of this “E” to us (Post this to the discussion by Thursday) • Choose 1 spokesperson to discuss guiding prompts 1 & 2 and how you could incorporate these into the discrepant event activity (Post this to the discussion by Friday) • Choose 1 spokesperson to discuss guiding prompts 3 & 4 and how you could incorporate these into the discrepant event activity (Post this to the discussion by Friday) • Choose 1 spokesperson to discuss guiding prompts 5 & 6 and how you could incorporate these into the discrepant event activity (Post this to the discussion by Friday) • Optional: respond to any of the postings to get clarifications or add your thoughts

  6. End of the Week discussion -- paving the way • After you have all done your discrepant events and posted to the online discussion, I will post a new discussion with some observations and thoughts. • This will be an open-ended discussion in which you are encouraged to post, but not required. • Still, be sure to read what I post because it is intended to pave the way for the activities of the next few weeks.

  7. Week 4 When you are ready, click on the arrow to move onto Week 4.

  8. Week 4: • Introduction to Unit Designing

  9. Time to read … Finish reading Stop Faking It Read Chapter 4 section on Enduring Outcomes Read Chapter 5 sections on Stage 1 & Stage 2

  10. Mini-Unit Planning – Stage 1 • Recall from Module 1 that you were told each content group will be asked to teach a mini-unit of 6 activities/lessons to each other (and eventually to students at Jed Smith) • You created individual and classroom learning profiles, selected a specific theme for your group of students and generated a list of “Big Ideas” • Stage 1 of unit planning is “Student Learning Profiles”, but since you are now going to plan a unit as a small group, you need to create Stage 1 as a group. For purposes of this assignment, you may simply draw upon each others’ learning profiles and create a composite learning profile. • Complete Stage 1 as a small group, then move onto Stage 2.

  11. Stage 2 – Enduring Outcomes Review the “Enduring Outcomes” section in Chapter 4 and in Stage 2 of Chapter 5 Work through and complete the prompts for Stage 2

  12. Respond to Unit Planning Q & A discussion • Log onto the course website at www.taskstream.com • Under the 4th week, you will see the discussion title, “Unit Designing”. • There is no specific prompt. Rather, this is the place to post your questions or insights about designing units, what is expected, what’s next…

  13. Submit a draft Each content group should submit a draft of Stages 1 and 2 to me as an attachment in TaskStream. Due by Saturday, September 29th. I will provide feedback within 72 hours. This will not be graded but MUST be submitted to get participation credit.

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