Tuesday, June 19, 2012

Chart For Criteria of the Lesson

During class I was in the group where we were asked to see how fast coffee cools if you stir the cup. We decided to have 3 different cups for our experiment, one that we let sit without stirring, one where that we stirred as fast as we could, and then one that we stirred slower than the second cup. We then had the thermometer in the hot water to get the standing temperature at the start. Then we stirred for one minute and then took the temperature again, we continued this process for 3 minutes total to see what would happen with the cooling of the water. We made a prediction that the cup of water that we stirred the quickest would cool the fastest in the short amount of time.

5-E Criteria Chart

Explain: Why you believe this supports your claim

Engage:Learner engages in question provided by teacher, materials, or other source

Evidence:Learner directed to collect certain data

Explain: Learner formulates explanations after summarizing evidence

Evaluate: Learner directed toward areas and sources of other explanations

Communicate: Learner provided broad guidelines to use sharpen communication

Weather chart:

One spring day the hottest temperature in the U.S. was 90 ̊F. What was the weather like at the place where it was 90 ̊F?
a. It was sunny.
b. It was very humid.
c. There was no wind.
d. More than one of the above was true.
e. More information is needed.

E: 11% (n=1186) correct answer

The most frequent responses were D (39%), A (31%) and B (14%). Students might have been drawing more on personal experience than on knowledge of the weather when answering this item.

Why did so many students not get this question correct? How would you teach this to the students for them to learn the correct information?

did not fill it out due to book in the classroom

Learning goals: What should the students know?
They need to know if location makes a difference for the weather/tempaturare. Make sure to talk about the actually location, by the equator, level of elvuation, time of the year or seasons, etc.

Formative Assessment: What do students already know?
Ask the students what they know and understand about weather, heat, and temperature. Have them use personal experiences for their examples. Ask them if they have ever been anywhere outside of Iowa, and ask them where and when they went. And then ask them what the tempaturare was when they were there. Ask them why there are differences in the weather even through it is the same time of the year, but they are at a different location. By having them use their own personal experiences they are more engaged and interested in the topic.

Learning Performances: What do you want students to do to show they’ve learned?
Have them collect data to show the different weather in all the different locations that all the students have visited in the classroom, and then have them create a chart or graph to show the data collected. This way they will be able to see the different tempaturares, and then they will be able to continue their investigation of why this happens. They are able to find many different examples for this reason and they can all discuss this as a whole class to compare all the different information gathered.

Information from class:
You could Skype someone from another location and have the students ask them questions about their weather. Or they could set up their own weather station and give their own reports about the location and weather.

From class

Engage: how does surface swipe impact mold growth?
Learner selects among questions, poses new questions
You select from questions

Evidence: learner directed certain data
Students given grid squares and we decided as a class on how to read the units

Explanation: learner formulates after summarizing evidence
Student directed because they are able to decide how to display the information gathered and summarize evidence

Evaluate: learner independently examines other resources and forms the links to explainations
Student directed because you are expected to learn more about the growth of mold outside of the classroom

Communication: learner provided broad guidelines to use sharpen communication
teacher directed because teacher gives specific requirements,ie making a PowerPoint presentation, this makes it easier for the teacher to assess the lesson


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