work schedule
DESCRIPTION
How I, Ceanlia Vermeulen present to you how to be an inovative facilitatorTRANSCRIPT
Work Schedule: Science Expo 2008
GRADE 7GRADE 7VV
My work schedule is a term long programme that shows how teaching, learning and assessment will be sequences and paced in grade 7.
How to Develop a Science Expo ProjectGrade 7TERM:
2
Main Learning Outcomes and Assessment Standards
Integration with other learning areas
Content / Context
Main learning activities Types of assessment included
INTRO LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4
LA: EMS: LO: 1 – 4
LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
Introduction to Science Project
Introduction to lesson series:Ask:1. Why Do a Science Expo Project??? --- Doing a science expo project will give you a chance to use the skills of investigation and experimentation. You will be able to choose a question of interest and then decide the best way to investigate in order to find a possible solution to your question.
2. What is the Scientific Method??? --- The scientific method is a series of steps which you will follow in order to find a solution to your question. These steps will help you organize your work and make it possible for others to copy your procedures.
Step 1:Ask learners to define the role of the science report in a science expo project. Begin a discussion about why it's important for science expo participants to not only create
Step-by-Step Procedure:
Before introducing an important new concept, subject, or topic in the course syllabus, consider what the students may already know about it. Recognizing that their knowledge may be partial, fragmentary, simplistic, or even incorrect, try to find at lease one point that most students are likely to know, and use that point to lead into others, less familiar points.
an informative and attractive presentation, but also to detail their information, ideas, and research in a science report.
Step 2:Go to the Writing with Scientists site. http://teacher.scholastic.com/activities/sciencewriting/
Read aloud the first page to introduce the students to Dr. Susan Perkins, a microbiologist at the American Museum of Natural History in New York City and the site host. Explain that students will follow the same steps professional scientists take when preparing a report for publication.
Step 3:Students will now hear Dr. Perkins story. Either as a class or in small groups, click the orange "start" button and then click the "play" button in the Scientist at Work section located on the right panel of each of the six steps on the site. Students can read along as they listen.
Step 4: Ask students to share what they found interesting or informative about Dr. Perkins' story.
Explain to students that along with their written science report, oral presentation is another important way they will express themselves and their ideas at the science expo. For this project, they will be the presenters, much in the same way they will present their science expo projects.
DEMO LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-2LO:3 AS: 1:1-1
LA: EMS: LO: 1 & 3
LA: LO:
What is a Science Expo?Why have a
Prior to holding a science expo, observe Dr. Govender’s demonstrations and projects. During this activity, Dr. Govender emphasize’s different aspects of the processes and skills of science and
Minute Paper, stops class two or three minutes early and asks students to respond briefly to "What was the most important
LO: 3 – 5
LA: SS:LO: 1 - 3
Science Expo?
integrate grade-appropriate vocabulary.
After Dr. Govender’s demonstrations, the learners are all excited to start with their expo experiments.
What we need to do…All expo’s start with a team and a timeline. Once you have your team in place, with the expo date work backwards. Project types include experiment, innovation or study. Project Divisions may include: life science, physical science, earth and space science, computer science, engineering and so on.
thing you learned during this class?" and "What important question remains unanswered?"
Step: 1 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 1 & 3
LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 1: Select a Topic Area
Question Matrix: “GAME”
The first step in selecting a topic for your science expo project is to decide on a topic that interests you.
Use Vocabulary Builder Software [© 2007 Insynch Solutions] for word flashing to help learners formulate questions about an issue or topic that engages them.Flash a question and use it to design his/her question.They can then ask other learners to answer them.
Is Your Topic Acceptable?
Use the checklist to see if your topic is a good one for a science project.
Go to the Writing with Scientists site. http://teacher.scholastic.com/activities/sciencewriting/Groups should have access to the Writing with Scientists site. If this is not possible, print out one set of steps 1-5 for each learner’s use. Use step 1 w/s with learners.
Prepare two or three open-ended questions, a handful of short-answer questions, or ten to twenty multiple-choice questions that will probe the students' existing knowledge of that concept, subject, or topic. These questions need to be carefully phrased, since a vocabulary that may not be familiar to the students can obscure your assessment of how well they know the facts or concepts.
For those learners with little/or no resources, I’ll help them after-school and weekend. The following is available.
Activities and Procedures: Related URL's: To begin their research for the science fair we will spend 1 - 1 hour session examining what procedures should be taken to create a successful project. These sites go over the fundamentals on how to work through experiments and how to set up a science fair project. There are also links to other sites to get more information.Getting started -http://atlas.ksc.nasa.gov/education/general/scifair.html http://www.ipl.org/youth/projectguide/
During this session examine the following sites to get ideas for your project. Read and take notes as you may take a number of ideas to actually come up with what you want to do.http://forum.swarthmore.edu/teachers/mathproject.htmlhttp://www.csee.usf.edu/~rundus/madpages/scifair.html http://www.halcyon.com/sciclub/cgi-pvt/scifair/guestbook.html http://school.discovery.com/sciencefaircentral/scifairstudio/ideas.htmlhttp://idea.startribune.com/idea/cgi-bin/link?cNum=23http://www.smm.org/sln/tf/nav/tfatoz.html
During this session you will have a chance to start researching your subject. You will need information about your topic for your background information.http://nyelabs.kcts.org/openNyeLabs.htmlhttp://www.mts.net/~jgreenco/student.htmlhttp://www.askanexpert.com/http://www.ajkids.com/http://www.gowrie.k12.ia.us/highsch/latta/lattapag.shtml#science
http://www.banyantree.org/cgi-bin/listApps.pl?Science&Resource
Once you have gathered all of your background information you will take the requirements given to you by your English teacher and science teacher and type your report. You will be given at least 3 - 1 hours sessions to type your report, make your graphs, and do any other work you need for your display/project.
Step: 2 LA:- NS: LO:1 AS: 1:1-3
LA: EMS: LO: 1 & 3LA: LO: LO: 3 – 5LA: SS:LO: 1 - 3
STEP 2: Identifying the Problem
After you find the general subject you want to research for your science expo project, you have to narrow down your topic to a specific question or problem.Go to the library, or do other research to find a more specific area.
Jot down a quick response to one question: "What was the muddiest point in ........?"
Step: 3 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 3LA: LO: LO: 3 – 5LA: SS:LO: 1 - 3
STEP 3: Collect Background Information
Your background information should include the following kinds of information:
a. History - Has any work already been done on your topic, and what was learned?
b. Significance - How is your topic important to us, or how does it make an important contribution to the world around us?
c. Facts - What facts are known about the topic and related terms? Define all terms and concepts included in your project. How are the topics/variables related?
d. Method - What are ways that this topic can be investigated?
If there’s time: visit:
http://www.bun.kyoto-u.ac.jp/~suchii/holmes_1.html
Write your open-ended questions on the chalkboard, or hand out short questionnaires. Direct student to answer open-ended questions succinctly, in two or three sentences if possible. Make a point of announcing that these Background Knowledge Probes are not tests or quizzes and will not be graded. Encourage students to give thoughtful answers that will help you make effective instructional decisions.
Step: 4 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 1 – 3
LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 4: Developing a Hypothesis
Hypothesis: What do you think will happen?A hypothesis is an educated guess about how things work. Your hypothesis should be something that you can actually test, what's called a testable hypothesis. In other words, you need to be able to measure both "what you do" and "what will happen."
Visit:
http://www.sciencebuddies.org/science-fair-projects/project_hypothesis.shtml
Open: http://www.sciencebuddies.org/science-fair-projects/project_hypothesis.shtml?gclid=CMq-6aufupQCFQtsugodYj-gSw
Printout w/s:http://www.sciencebuddies.org/science-fair-projects/project_variables_hypothesis_worksheet.pdf
Hypotheses worksheet:Write own hypotheses using the example [w/s or memory-stick for home use]. When you write your own hypothesis you can leave out the part in the above examples that is in brackets [ ].
Step: 5 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 1 & 3LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 5: Creating your Experimental Design
Discuss points a-e with examples.
a. An explanation of all project variablesb. A description of all groups c. The size of the sample groups.d. At least one repetitione. The step-by-step procedure.
Group Discussion
Step: 6 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 3LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 6: Writing a Step-by-step Procedure
Write the procedure as you do the steps of a lab. Be very specific; don't assume that the reader knows how much, how many, or how long. Read your procedure to someone who doesn't know what you are doing. Ask them if they know enough to "do" the experiment. Use their questions to revise your procedure. Write the experimental procedure like a step-by-step recipe for your science experiment. A good procedure is so detailed and complete that it lets someone else duplicate your experiment exactly!w/s:http://www.sciencebuddies.org/science-fair-projects/project_experimental_procedure.shtml
Working as quickly as you can, answer the questions "Who Did/Does What to Whom, When, Where, How and Why?" in relation to that topic.
Step: 7 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4
LA: EMS: LO: 3LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 7: Developing the Materials List
This should be a complete list of all materials including details and amounts.Do page: 3BOOKLET: “STEP BY STEP TO THE SCIENCE FAIR: THE JOURNAL”
List
Step: 8 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-3
LA: EMS: LO: 3LA: LO: LO: 3 - 5
STEP 8: Collecting Preliminary Data
To see if your procedure works and if you will get the kind of data you need, do a short run of your experiment. Show the data to the teacher, and make any revisions in your procedure required.
Teach it to someone else
Step: 9 LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4
LA: EMS: LO: 3LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 9: Collecting your Data
This is the heart and real fun of your project: doing what you've been planning for so long. There is a tendency to hurry or to forget to record everything that happens, even data from tests that seem to not work. So many projects are ruined because data is lost or good records are not kept. To judges, your records and data are the most impressive part of your project.
Record = Journal
Step: 10
LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4
LA: EMS: LO: 3 LA: EMS: LO: 3LA: LO:
STEP 10: Making a Data Table
The key to starting to interpret or analyze your data is a good Data Table.
Data Table
LO: 3 - 5Step: 11
LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4
STEP 11: Analyzing your Data
When organizing data into tables and graphs, always be sure to label columns/axes correctly and include units of measurement.
Data
Step: 12
LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4
LA: EMS: LO: 3
LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 12: Writing the Discussion Section
In this section you will discuss what your data shows; it is not the conclusion. Things you will need to discuss include:
- Does your data show a relationship or reveal some pattern?
- Is there a significant difference between your 2 groups?
- What possible sources of error are there?
Peer: Discussion
Step: 13
LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 3
LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 13: Writing the Conclusion
In this section you will discuss what your project is proving.
Peer: Discussion
Step: 14
LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 3
LA: LO: LO: 3 – 5
LA: SS:LO: 1 - 3
STEP 14: Writing an Abstract
The abstract is the summary of your entire project. Random checking
Step: 15
LA:- NS: LO:1 AS: 1:1-3LO:2 AS: 1:1-4LO:3 AS: 1:1-3
LA: EMS: LO: 3
LA: LO: LO: 3 – 5
STEP 15: Creating your Display
See: BOOKLET: “STEP BY STEP TO THE SCIENCE FAIR: THE JOURNAL”
Individual skill demonstration & explanations
LA: SS:LO: 1 - 3