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Chapter 0 facial glyps
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Chapter 0 facial glyps


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  • 1. Who are we?What is science?
    FALL 2010
    Youngjin Song
    University of Northern Colorado
  • 2. Let’s Think About…
     What did you notice about the people on the video?
     What are the similarities and differences that you noticed?
  • 3. Create Your Own Facial Glyphs
    Use the key to determine the features of your facial glyph
    Create your own facial glyph using the materials provided…let your inner Picasso take over!
    We will use the facial glyph as an introduction to the group.
    Identify 3 adjectives to describe yourself.
  • 4. Let’s make a quilt…
    One by one introduce yourself to the group.
    • Share your name;
    • 5. Identify yourself by the features;
    • 6. Share the 3 adjectives that represent you.
    With each facial glyph we will create a group quilt that represents the members present.
    What similarities and differences do you see on the quilt?
    Collaboratively create a graph representing the data for one of the features.
  • 7. Connections
    Facial glyphs integrates multiple disciplines:
    And the activity addresses:
    Check out the connections….
  • 13. Connected to Literacy
    Standards for the English Language Arts
    “Language is the most powerful, most readily available tool we have for representing the world….Language is not only a means of communication, it is a primary instrument of thought…. Encouraging and enabling students to use language effectively is certainly one of society’s most important tasks” (International Reading Association, 1996, p. 12)
    Language acquisition: reading, writing, speaking, and listening
    Vocabulary and grammar
  • 14. Connected to Social Studies
    Science: how the natural world works
    Social studies: the multiple roles of humans as they adapt to their surroundings and reorganize ways they relate to each other.
    National Social Studies Standards
    Social studies is the integrated study of the social science and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, …, mathematics, and natural science. (National Council for the Social Studies, 1994, p. 3)
  • 15. Connected to Social Studies
    • Geography
  • Connected to Students’ Affective and Diversity
    Students’ positive attitude
    • Teaching and learning is about the whole child. This activity addresses cognitive, psychomotor and affective development.
    Similarities and differences
  • 16. Connected to Mathematics
    Mathematics: the language of science
    Students can develop the view of mathematics
    : a practical subject that can be applied to real-word situations and to problems arising in other disciplines (NCTM, 2000)
    Ways of applying mathematics in scientific inquiry
    (Principles and Standards for School Mathematics, NCTM, 2000)
    Quantifying the real data
    Organizing and interpreting data
    Using patterns and relationships
    Operating on numerical data
  • 17. Connected to Science
    Goals of science education
    Learn Science
    Conceptual knowledge and understanding in science
    Learn about Science
    Understandings about the nature of science
    Learn to do Science
    Abilities to carry out scientific inquiry
  • 18. Final Thoughts
    Establish learning environment
    “Student achievement in science and in other school subjects such as social studies, language arts, and technology is enhanced by coordination between and among the science program and other programs” (NRC, 1996, P. 214).
    How could you modify this activity for your students? What could be other attributes?
  • 19. Create Your Own Facial Glyphs
  • 20. Facial Glyphs