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How I, Ceanlia Vermeulen present to you how to be an inovative facilitator

How I, Ceanlia Vermeulen present to you how to be an inovative facilitator

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Work Schedule Work Schedule Document Transcript

  • Work Schedule: Science Expo 2008 GRADE 7V 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 Project Grade Main Integratio Content / Main learning activities Types of assessment 7 Learning n with Context included TERM: Outcomes other 2 and learning Assessment areas Standards INTRO LA:- NS: LA: EMS: Introduction Introduction to lesson series: Step-by-Step Procedure: LO:1 AS: 1:1-3 LO: 1 – 4 to Science Ask: LO:2 AS: 1:1-4 Project 1. Why Do a Science Expo Project??? --- Doing a Before introducing an important LA: LO: science expo project will give you a chance to use the new concept, subject, or topic LO: 3 – 5 skills of investigation and experimentation. You will be in the course syllabus, consider able to choose a question of interest and then decide the what the students may already LA: SS: best way to investigate in order to find a possible solution know about it. Recognizing that LO: 1 - 3 to your question. their knowledge may be partial, fragmentary, simplistic, or even 2. What is the Scientific Method??? --- The scientific incorrect, try to find at lease method is a series of steps which you will follow in order one point that most students to find a solution to your question. These steps will help are likely to know, and use that you organize your work and make it possible for others to point to lead into others, less copy your procedures. familiar points. 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 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 quot;startquot; button and then click the quot;playquot; 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: LA: EMS: What is a Prior to holding a science expo, observe Dr. Govender’s Minute Paper, stops class two LO:1 AS: 1:1-3 LO: 1 & 3 Science demonstrations and projects. or three minutes early and asks LO:2 AS: 1:1-2 Expo? During this activity, Dr. Govender emphasize’s different students to respond briefly to LO:3 AS: 1:1-1 LA: LO: Why have a aspects of the processes and skills of science and quot;What was the most important LO: 3 – 5 Science integrate grade-appropriate vocabulary. thing you learned during this Expo? class?quot; and quot;What important LA: SS: After Dr. Govender’s demonstrations, the learners are all question remains
  • LO: 1 - 3 excited to start with their expo experiments. unanswered?quot; 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. Step: 1 LA:- NS: LA: EMS: STEP 1: Question Matrix: “GAME” Prepare two or three open- LO:1 AS: 1:1-3 LO: 1 & 3 Select a ended questions, a handful of LO:2 AS: 1:1-4 Topic Area The first step in selecting a topic for your science expo short-answer questions, or ten LO:3 AS: 1:1-3 LA: LO: project is to decide on a topic that interests you. to twenty multiple-choice LO: 3 – 5 questions that will probe the Use Vocabulary Builder Software students' existing knowledge of LA: SS: [© 2007 Insynch Solutions] that concept, subject, or topic. LO: 1 - 3 for word flashing to help learners formulate questions These questions need to be about an issue or topic that engages them. carefully phrased, since a Flash a question and use it to design his/her question. vocabulary that may not be They can then ask other learners to answer them. familiar to the students can obscure your assessment of Is Your Topic Acceptable? how well they know the facts or concepts. 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. 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.html http://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.html http://idea.startribune.com/idea/cgi-bin/link?cNum=23 http://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.html http://www.mts.net/~jgreenco/student.html http://www.askanexpert.com/ http://www.ajkids.com/ http://www.gowrie.k12.ia.us/highsch/latta/lattapag.shtml#s cience 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: LA: EMS: STEP 2: After you find the general subject you want to research for Jot down a quick response to LO:1 AS: 1:1-3 LO: 1 & 3 Identifying your science expo project, you have to narrow down your one question: quot;What was the LA: LO: the Problem topic to a specific question or problem. muddiest point in ........?quot; LO: 3 – 5 Go to the library, or do other research to find a more LA: SS: specific area. LO: 1 - 3 Step: 3 LA:- NS: LA: EMS: STEP 3: Your background information should include the following Write your open-ended LO:1 AS: 1:1-3 LO: 3 Collect kinds of information: questions on the chalkboard, LO:2 AS: 1:1-4 LA: LO: Background or hand out short LO:3 AS: 1:1-3 LO: 3 – 5 Information a. History - Has any work already been done on your questionnaires. Direct student LA: SS: topic, and what was learned? to answer open-ended LO: 1 - 3 questions succinctly, in two or b. Significance - How is your topic important to us, or three sentences if possible. how does it make an important contribution to the world Make a point of announcing around us? that these Background Knowledge Probes are not c. Facts - What facts are known about the topic and tests or quizzes and will not be related terms? Define all terms and concepts included in graded. Encourage students to your project. How are the topics/variables related? give thoughtful answers that will help you make effective instructional decisions. 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 Step: 4 LA:- NS: LA: EMS: STEP 4: Hypothesis: What do you think will happen? LO:1 AS: 1:1-3 LO: 1 – 3 Developing a A hypothesis is an educated guess about how things LO:2 AS: 1:1-4 Hypothesis work. LO:3 AS: 1:1-3 LA: LO: Your hypothesis should be something that you can LO: 3 – 5 actually test, what's called a testable hypothesis. In other words, you need to be able to measure both quot;what you
  • LA: SS: doquot; and quot;what will happen.quot; LO: 1 - 3 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: LA: EMS: STEP 5: Discuss points a-e with examples. Group Discussion LO:1 AS: 1:1-3 LO: 1 & 3 Creating LO:2 AS: 1:1-4 LA: LO: your a. An explanation of all project variables LO:3 AS: 1:1-3 LO: 3 – 5 Experimental b. A description of all groups Design c. The size of the sample groups. LA: SS: d. At least one repetition LO: 1 - 3 e. The step-by-step procedure. Step: 6 LA:- NS: LA: EMS: STEP 6: Write the procedure as you do the steps of a lab. Working as quickly as you can, LO:1 AS: 1:1-3 LO: 3 Writing a Be very specific; don't assume that the reader knows how answer the questions quot;Who LO:2 AS: 1:1-4 LA: LO: Step-by-step much, how many, or how long. Read your procedure to Did/Does What to Whom, LO:3 AS: 1:1-3 LO: 3 – 5 Procedure someone who doesn't know what you are doing. Ask When, Where, How and Why?quot; them if they know enough to quot;doquot; the experiment. Use in relation to that topic. LA: SS: their questions to revise your procedure. LO: 1 - 3 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 Step: 7 LA:- NS: LA: EMS: STEP 7: This should be a complete list of all materials including List LO:1 AS: 1:1-3 LO: 3 Developing details and amounts. LO:2 AS: 1:1-4 LA: LO: the Materials Do page: 3 LO: 3 – 5 List BOOKLET: “STEP BY STEP TO THE SCIENCE FAIR: THE JOURNAL” LA: SS: LO: 1 - 3 Step: 8 LA:- NS: LA: EMS: STEP 8: To see if your procedure works and if you will get the kind Teach it to someone else LO:1 AS: 1:1-3 LO: 3 Collecting of data you need, do a short run of your experiment. LO:2 AS: 1:1-3 LA: LO: Preliminary Show the data to the teacher, and make any revisions in LO: 3 - 5 Data your procedure required. Step: 9 LA:- NS: LA: EMS: STEP 9: This is the heart and real fun of your project: doing what Record = Journal LO:1 AS: 1:1-3 LO: 3 Collecting you've been planning for so long. There is a tendency to LO:2 AS: 1:1-4 LA: LO: your Data hurry or to forget to record everything that happens, even LO: 3 – 5 data from tests that seem to not work. So many projects are ruined because data is lost or good records are not LA: SS: kept. To judges, your records and data are the most LO: 1 - 3 impressive part of your project. Step: LA:- NS: LA: EMS: STEP 10: The key to starting to interpret or analyze your data is a Data Table 10 LO:1 AS: 1:1-3 LO: 3 LA: Making a good Data Table. LO:2 AS: 1:1-4 EMS: Data Table LO: 3 LA: LO: LO: 3 - 5 Step: LA:- NS: STEP 11: When organizing data into tables and graphs, always be Data 11 LO:1 AS: 1:1-3 Analyzing sure to label columns/axes correctly and include units of LO:2 AS: 1:1-4 your Data measurement. Step: LA:- NS: LA: EMS: STEP 12: In this section you will discuss what your data shows; it Peer: Discussion 12 LO:1 AS: 1:1-3 LO: 3 Writing the is not the conclusion. Things you will need to discuss LO:2 AS: 1:1-4 Discussion include: LA: LO: Section
  • LO: 3 – 5 - Does your data show a relationship or reveal some LA: SS: pattern? LO: 1 - 3 - Is there a significant difference between your 2 groups? - What possible sources of error are there? Step: LA:- NS: LA: EMS: STEP 13: In this section you will discuss what your project is Peer: Discussion 13 LO:1 AS: 1:1-3 LO: 3 Writing the proving. LO:2 AS: 1:1-4 Conclusion LO:3 AS: 1:1-3 LA: LO: LO: 3 – 5 LA: SS: LO: 1 - 3 Step: LA:- NS: LA: EMS: STEP 14: The abstract is the summary of your entire project. Random checking 14 LO:1 AS: 1:1-3 LO: 3 Writing an LO:2 AS: 1:1-4 Abstract LO:3 AS: 1:1-3 LA: LO: LO: 3 – 5 LA: SS: LO: 1 - 3 Step: LA:- NS: LA: EMS: STEP 15: See: BOOKLET: “STEP BY STEP TO THE SCIENCE Individual skill demonstration & 15 LO:1 AS: 1:1-3 LO: 3 Creating FAIR: THE JOURNAL” explanations LO:2 AS: 1:1-4 your Display LO:3 AS: 1:1-3 LA: LO: LO: 3 – 5 LA: SS: LO: 1 - 3