Teaching & Learning - lesson overviews

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April 1, 2013 Class presentations – Come to the front when its your turn; Alphabetical by last Signal given when 1 min. left Chat / continue more later Voting – link to be sent IMPORTANT – learn & share; your own teaching & job interviews SOON Teaching & Learning Allen Cascioli Covey Heames James Laneville Otero Sweeney

Transcript of Teaching & Learning - lesson overviews

Page 1: Teaching & Learning - lesson overviews

April 1, 2013 Class presentations –

Come to the front when its your turn;

Alphabetical by last Signal given when 1 min.

left Chat / continue more later

Voting – link to be sent IMPORTANT – learn &

share; your own teaching & job interviews SOON

Teaching & Learning Allen

CascioliCovey

HeamesJames

LanevilleOtero

Sweeney

Page 2: Teaching & Learning - lesson overviews

Plant growth and development A 8th Grade inductive lab to integrate

content knowledge with experimental design

Students will design a lab to answer: What factors influence plant growth?

Erin Allen

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The ChallengesOver a 3 week period of time, 8th grade students may encounter:

• How can I identify the independent and dependent variables of my experiment?

• How can I control the experimental environment?

• What measurement appropriately reflects the changes in the dependent variable?

• How can I best present my data to my peers?

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What data will be collected?Day of

GrowthPlant Height (cm)

AV1 AV2 AV3 AV4 AV5 AV6

0

3

6

9

12

15

18

21

Students willdetermine the labels on the

charts and graphs to increaserigor

Including namingtheir plants such as AV1

for Allen/VolpePlant 1

Students will choose to measure plant height, leaf number and/or mass of plants to measure on different intervals of plant growth.

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My Chemistry Learning Segment:Solutions!

Laura Cascioli

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Solutions: Overview with Engaging Experiences

Like Dissolves Like Rule

Solubility Factors

Types of Solutions

Creating with Kool-Aid & Rock Candy

T-Shirt Chromatography

Taste and learn with Soda: When is it bubbliest?

Molarity

• Emulsion

Freezing Point Depression

Find the best-tasting Molarity of Kool-Aid

Create the best-tasting Ice Cream

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Molarity Lab: What data will be gathered and explained?

Lab Assignment: Make 3 solutions (0.1 M, 0.4 M, 0.7 M) of Kool-Aid and decide which tastes best!

1. Create own procedure

Which variables can be measured in the lab? Which cannot?

What unit conversions would have to be made?

What equipment to use?

2. Create own data table

Calculate % error and explain sources of error.

3. Create graphs in excel with trend lines.

relate chemistry equations to y = mx + b

Ex:mol= VMVolume is the slope on a plot

of mol vs. M

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Dragon Genetics:Using model organisms to explore

principles of heredityAndréa Covey

Teaching & Learning, Spring 2013Empire State College

http://library.thinkquest.org/04oct/01925/Comparing%20dragons.html

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What makes the lesson engaging and challenging?

Engagement

Mythical creatures

Ownership of traits

Test their own

hypotheses

Connect to work of real

scientists

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What type of data will we collect?

• Students will collect actual data representing the results of crosses they perform (data collected will vary based on hypotheses)– Frequency of genotypes– Frequency of phenotypes

• They may also choose to use Punnet Squares to compare the actual results of their crosses with the probability of those results

• We will analyze the data using graphical and statistical methods, as appropriate

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Angles of the Sun• Students will collect data from different locations

on Earth• This data will be put into a spreadsheet and used

to make graphs, charts, and answer questions

Rich Haemes

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• Data from 5 locations on Earth (Latitude, Longitude).

• Angle of elevation for each location at 4 different times of year

• Clock time at solar noon (when the sun is due south at a given location)

• The relevance is answering the question of why we experience seasonal variation

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Chemical Reactions Learning SegmentAuburn James

Laboratory Theme• Chemical vs Physical Changes

– Students hypothesize, observe phenomena, then learn concepts and definitions and how they are applied

• Types of Chemical Reactions – Students first observe four

types of reactions, use inquiry to determine what is happening

– Observations lead to discussion/lecture learning the four types of reactions

Engaging Students• Encouraging students to

view reactions/changes from everyday life through a scientific perspective

• Using critical thinking and problem solving to interpret observations to piece together the curriculum “facts”

• Experiments are hands on and kinesthetic

𝐴𝐵→ 𝐴+𝐵

Image from http://wildeboer-fitch.wikispaces.com/Pkaybroiler+Chemical+Reactions

2𝐻2𝑂2→𝑂2+2𝐻 2𝑂

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Chemical Reaction Learning SegmentAuburn James

Reaction Rate Determination• Students react Alka Seltzer

tablets in H2O

– Time reaction based on a provided procedure

– Manipulate any variables they choose in 4 more trials to determine what affects reaction rate

– Combine class data and determine mathematical relationships between 3 variables and reaction rate

Reaction Rate Observation• Temperature probe monitors

progress of same reactions– Use same reaction

conditions as before– Connects rate to enthalpy,

exothermic vs endothermic reactions

– Reaction is complete when temperature stabilizes

– Students compare temperature data to data collected before

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• Hudson River discharge unit is used primarily to serve as a post assessment summary comparing weather and climate variables and how they interact in a local setting. Additionally it will have students consider human influences on the river. It will have students hypothesis and prove what natural factors influence the discharge rate of the Hudson River at various locations along it’s length throughout the year.

• Students will gather data from http://maps.waterdata.usgs.gov/mapper/index.html a government site, and http://www.weather.com/ a commercial site and compare ease of use and abundance of data to create spreadsheet and climographs based on sites along the river.

Tara Laneville

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Student Engagement

Challenges of the Unit Students will have to think creatively as well

as analytically while gathering records from the USGS sites.

Many of the gages that students will want to use have been discontinued due to lack of funding, or have daily rather than monthly averages. Students will have to evaluate the usefulness the data they wish to incorporate into their spreadsheets.

Students will have to use knowledge of geography, climate and weather of NYS to come up with an explanation for their data and hypothesis.

Additionally students will compare a commercial site (Weather.com) to a governmental site ( USGS.gov) and discuss the pros and cons of both in their research.

• Students will be engaged because the bulk of the data they gather will be based on locations they know and choose themselves.

• USGS.gov uses Google Earth skins where students can “fly” to gages and explore their own neighborhoods for data.

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec0

1

2

3

4

5

0200040006000800010000120001400016000

Precip.(in)

Avg

. P

reci

p.

(in

)

Mea

n D

isch

arg

e (c

fs)

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Newton’s 3 Laws of Motion

Adam Sweeney’s Learning Segment

Engagement and Data

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Newton’s 3 Laws of MotionReal Life Examples• Cars, Sports, Activities• Integrate Real Life Problems in Assessments

Use of RC Cars• Data collecting from RC cars in labs• Students can use to test physics

Use of Sports Balls• Classroom demonstrations and lab props• Relates to student interests

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Newton’s 3 Laws of MotionStudent Gathered Data• Data Probes, Scales, Rulers, etc.• Students create, use, and explain their

own data

Data Driven Classroom• Experiments & Data not limited to labs

only• Classroom activities that yield data for

analysis