How can the Internet help me learn more about electromagnetic waves?
Learning Objectives
Students will be able to:
· Identify scientifically reliable websites apart from those that do not have reliable information
· Develop a main research question with sub-questions that students can answer using Internet resources
· Cite resources using APA format to validate the source of presentation information
· Present information to a classroom of their peers to inform them on a topic
· Evaluate their peers’ presentations for quality of information and presentation style
· Conduct internet research using age-appropriate and scientifically valid websites
Assessment Criteria
· Short quiz on types of websites that should or should not be used for the project at the end of online lecture demonstration
· Research plan handout contains questions with information acquired from Internet research
· Presentation rubric that explains expectations for presentation format and quality of sources and enactment
· Each student evaluates the presenter using same presentation rubric, teacher evaluates based on this rubric as well
· Reference page at the end of presentation will contain information on websites used
Benchmark/Standard:
NSES Standards:
Content Standard A: Understandings about scientific inquiry
Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. 8ASI2.1
AAAS Benchmarks:
The Nature of Science: Scientific enterprise
Computers have become invaluable in science, mathematics, and technology because they speed up and extend people's ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with investigators all over the world. 1C/M6*
Prior Knowledge/Prior Conceptions: Prior to the students beginning their research, they should have had considerable instruction on electromagnetic waves. That is, they should have enough of a knowledge base to focus on a question that is interesting to them regarding this broad topic. Before this lesson, I would imagine that students would not have a clear understanding on what types of websites are the most useful and reliable for scientific information. They might know, for example, that Wikipedia is not a good source but, they might not understand the differences in news sources or blogs compared to actual scientific papers.
Instructional strategies: FLIP presentation with quiz, in-class discussion on FLIP video contents, demonstration in class on how to make Prezi, group work to stimulate constructive critiques and self-evaluations
Instructional resources used: During my observations in Ms. White’s class, there was a similar lesson used for the students to make a Prezi on various earth science topics. This was done at the end of the unit, which I believe is appropriate since the students had already acquired information and could go deeper into a topic they found interesting.
Materials and set-up needed:
Materials
Computers with Internet access
Online quiz on website usage
Student research plan handout
Presentation Rubric (3-4/student depending on group size)
Set-Up
Before the research project can begin, the teacher must create a presentation on appropriate research websites using programs such as Camtasia that allow the teacher to record his/her voice while a powerpoint is being presented. Also, the short 5-question quiz must be posted on the course Moodle website so that the students can check their understanding of the FLIP video content made on Camtasia before beginning their research.
Time required: Two days of 45-minute class periods would be needed to conduct the research and make a Prezi, the third day would have the students presenting in their groups.
Cautions: The only caution would be to ensure that correct browser filters are in place so students are not able to search on websites that are inappropriate for their age.
Instructional sequence: his is the main part of the lesson plan and what describes what you will do. How will you proceed through this lesson? In each different section, please include sufficient detail for anyone reading the lesson to understand how you would use it—pretend you are writing this lesson for someone else to use. Include suggested questions and student responses.
1. Introducing the lesson: How will you introduce the lesson to the students? How will you motivate and capture students’ attention? How will you engage the students? How will you find out about students’ prior knowledge? If you are using a driving question, how will you make connections to the driving question?
2. Body of the lesson: How are you representing the content students will learn? What explanations or learning activities are you using? How will you connect the ideas to students’ prior knowledge? This is the main body of the lesson—what will you actually do?
3. Wrapping up the lesson: How will you end the lesson? How will you help your students make sense of the lesson?
4. Evaluating learning: How will you determine if students met the learning objectives? What is the relationship between this lesson and student products or artifacts? This is the smaller grain size of assessment that you will do throughout the lesson. Evaluation can and should occur in the other sections of the lesson.
Include specific examples of questions, prompts, or examples you will use to introduce students to the lesson, guide their attention during the lesson, and to lead discussion of science ideas throughout the lesson
If you are using a driving question, make certain that you clearly explain how the activity is related to the driving question. How will you make these connections clear to the students? What connections will you make between what the students are learning and the driving question of the project?
Design Rationale: Your rationale must provide a justification for the structure of your lesson. Your rational should focus on the questions listed above in the instructional sequence. Please make use of class readings and discussion in making writing your rationale.
FLIP: explanation of appropriate websites, how to conduct online research (citations)
Students pick a research topic related to EM waves in the form of a question
How to write these research questions.
Make 4-5 sub topics that can be related to big topic
Students use websites from “list of approved” to find answers. Each question must be answered.
At least one picture/slide
List of references- author? Title?
Next day: make prezi to put info together
Rubric for prezi, what I am expecting. Put groups with various abilities. Students each have netbook, present to group of 3-4 (in groups of 4-5). Evaluate each other. Rubric, give comment and feedback. What they could improve, what was good.
Learning Objectives
Students will be able to:
· Identify scientifically reliable websites apart from those that do not have reliable information
· Develop a main research question with sub-questions that students can answer using Internet resources
· Cite resources using APA format to validate the source of presentation information
· Present information to a classroom of their peers to inform them on a topic
· Evaluate their peers’ presentations for quality of information and presentation style
· Conduct internet research using age-appropriate and scientifically valid websites
Assessment Criteria
· Short quiz on types of websites that should or should not be used for the project at the end of online lecture demonstration
· Research plan handout contains questions with information acquired from Internet research
· Presentation rubric that explains expectations for presentation format and quality of sources and enactment
· Each student evaluates the presenter using same presentation rubric, teacher evaluates based on this rubric as well
· Reference page at the end of presentation will contain information on websites used
Benchmark/Standard:
NSES Standards:
Content Standard A: Understandings about scientific inquiry
Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. 8ASI2.1
AAAS Benchmarks:
The Nature of Science: Scientific enterprise
Computers have become invaluable in science, mathematics, and technology because they speed up and extend people's ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with investigators all over the world. 1C/M6*
Prior Knowledge/Prior Conceptions: Prior to the students beginning their research, they should have had considerable instruction on electromagnetic waves. That is, they should have enough of a knowledge base to focus on a question that is interesting to them regarding this broad topic. Before this lesson, I would imagine that students would not have a clear understanding on what types of websites are the most useful and reliable for scientific information. They might know, for example, that Wikipedia is not a good source but, they might not understand the differences in news sources or blogs compared to actual scientific papers.
Instructional strategies: FLIP presentation with quiz, in-class discussion on FLIP video contents, demonstration in class on how to make Prezi, group work to stimulate constructive critiques and self-evaluations
Instructional resources used: During my observations in Ms. White’s class, there was a similar lesson used for the students to make a Prezi on various earth science topics. This was done at the end of the unit, which I believe is appropriate since the students had already acquired information and could go deeper into a topic they found interesting.
Materials and set-up needed:
Materials
Computers with Internet access
Online quiz on website usage
Student research plan handout
Presentation Rubric (3-4/student depending on group size)
Set-Up
Before the research project can begin, the teacher must create a presentation on appropriate research websites using programs such as Camtasia that allow the teacher to record his/her voice while a powerpoint is being presented. Also, the short 5-question quiz must be posted on the course Moodle website so that the students can check their understanding of the FLIP video content made on Camtasia before beginning their research.
Time required: Two days of 45-minute class periods would be needed to conduct the research and make a Prezi, the third day would have the students presenting in their groups.
Cautions: The only caution would be to ensure that correct browser filters are in place so students are not able to search on websites that are inappropriate for their age.
Instructional sequence: his is the main part of the lesson plan and what describes what you will do. How will you proceed through this lesson? In each different section, please include sufficient detail for anyone reading the lesson to understand how you would use it—pretend you are writing this lesson for someone else to use. Include suggested questions and student responses.
1. Introducing the lesson: How will you introduce the lesson to the students? How will you motivate and capture students’ attention? How will you engage the students? How will you find out about students’ prior knowledge? If you are using a driving question, how will you make connections to the driving question?
2. Body of the lesson: How are you representing the content students will learn? What explanations or learning activities are you using? How will you connect the ideas to students’ prior knowledge? This is the main body of the lesson—what will you actually do?
3. Wrapping up the lesson: How will you end the lesson? How will you help your students make sense of the lesson?
4. Evaluating learning: How will you determine if students met the learning objectives? What is the relationship between this lesson and student products or artifacts? This is the smaller grain size of assessment that you will do throughout the lesson. Evaluation can and should occur in the other sections of the lesson.
Include specific examples of questions, prompts, or examples you will use to introduce students to the lesson, guide their attention during the lesson, and to lead discussion of science ideas throughout the lesson
If you are using a driving question, make certain that you clearly explain how the activity is related to the driving question. How will you make these connections clear to the students? What connections will you make between what the students are learning and the driving question of the project?
Design Rationale: Your rationale must provide a justification for the structure of your lesson. Your rational should focus on the questions listed above in the instructional sequence. Please make use of class readings and discussion in making writing your rationale.
FLIP: explanation of appropriate websites, how to conduct online research (citations)
Students pick a research topic related to EM waves in the form of a question
How to write these research questions.
Make 4-5 sub topics that can be related to big topic
Students use websites from “list of approved” to find answers. Each question must be answered.
At least one picture/slide
List of references- author? Title?
Next day: make prezi to put info together
Rubric for prezi, what I am expecting. Put groups with various abilities. Students each have netbook, present to group of 3-4 (in groups of 4-5). Evaluate each other. Rubric, give comment and feedback. What they could improve, what was good.