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Dynamic Earth: The Story of Plate Tectonics

Dynamic Earth: The Story of Plate Tectonics. Shamsa Gilani. Context. Seventh grade Urban school Limited access to computers. Generative Topic. Central to the study of Earth History Relates to my passions Accessible through multiple entry points Worth teaching. Targets of Difficulty.

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Dynamic Earth: The Story of Plate Tectonics

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  1. Dynamic Earth: The Story of Plate Tectonics Shamsa Gilani

  2. Context • Seventh grade • Urban school • Limited access to computers

  3. Generative Topic • Central to the study of Earth History • Relates to my passions • Accessible through multiple entry points • Worth teaching

  4. Targets of Difficulty • The idea is abstract and counter-intuitive for middle schoolers • Visualizing plate motion is difficult • Misconceptions about plate boundaries and continental boundaries • Lack of motivation • Below grade level reading skills

  5. Understanding Goals (TFU, Wiske, and TWT, Norton & Wiburg) • Big Idea: Changing surface of earth • Consequences of plate motion: Volcanic eruptions, earthquakes, and formation of mountains • Methods: Science is not fixed • Knowledge or structures: Causes and consequences of plate motion • Forms: Proficiency in using scientific terms related to the topic • Purposes: Why do scientists strive to understand the tectonic theory?

  6. POUs involving Technology • Brainstorming and semantic mapping (technology provides efficiency and acts as a mindtool) • Continental Drift Animation (technology addresses targets of difficulty by providing a visualization tool) “…computers can make a unique contribution to the clarification and correction of commonly held misconceptions of phenomena by visualizing those ideas”(Snir, quoted in Jonassen)

  7. POU’s • Matching plate boundaries with earthquake and volcano locations (technology helps access information that would not have been accessible otherwise) • Plate Tectonics WebQuest (technology not only helps access information but also addresses reading level TOD by providing sites that cater to different reading levels)

  8. Assessment • Portfolio of concept maps: integration of new knowledge into existing schema (mindtool) • Multimedia presentation: “students constructing multimedia and hypermedia are actively engaged in creating representations of their own understanding by using their own modes of expression. Multimedia affords more creative expression than text-only presentations.” (Jonassen) “students are highly motivated by the activity” (Jonassen)

  9. Dilemmas and Insights • Keeping track of the UG-POU-OA loop was challenging • IMPLEMENTATION IN SPRING!! • Educating cooperating teacher in TFU • Coordinating with computer teacher to set up lab schedules • Mentally prepare myself to step away from being the transmitter of knowledge to being a guide who helps students construct their own knowledge

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