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Concept Cartoons in Science Class

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This is a work in progress, but outlines some of the ways in which home-made concept cartoons are used in my class. It was featured on the SlideShare homepage. ...

This is a work in progress, but outlines some of the ways in which home-made concept cartoons are used in my class. It was featured on the SlideShare homepage.

I highly recommend that teachers, especially in Middle School, get a copy of the concept cartoons resources.

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    Concept Cartoons in Science Class Concept Cartoons in Science Class Presentation Transcript

    • Concept Cartoons in Science ClassStephen TaylorWhat do youthink?Formative assessment, peer instruction and discussions based on student questions
    • Concept Cartoons in Science Educationhttp://www.millgatehouse.co.uk/science/ccsbcd“Created by Brenda Keogh and Stuart Naylor, Concept Cartoons have been thoroughlyresearched in classrooms around the world. Simple cartoon-style drawings presentlearners with their own misconceptions and generate discussion and argument. They areremarkably easy to use in the classroom as a part of normal teaching.”From the Millgate House websiteThe idea for using Concept Cartoonscomes from this great resource:
    • Concept Cartoons in Science Educationhttp://www.millgatehouse.co.uk/science/ccsbcd“Created by Brenda Keogh and Stuart Naylor, Concept Cartoons have been thoroughlyresearched in classrooms around the world. Simple cartoon-style drawings presentlearners with their own misconceptions and generate discussion and argument. They areremarkably easy to use in the classroom as a part of normal teaching.”From the Millgate House websiteThe idea for using Concept Cartoonscomes from this great resource:Their books and digital resources have cartoonswhich can be printed or projected.• Aimed mostly at middle school, but can beadapted to older students• Cartoon students’ thoughts are notrevealed instantly, giving real humanstudents a chance to think• They have explanations of the cartoons andinsight into common misconceptionsWe can use powerpoint to set up slides toproduce quick cartoons, which can be used forhigh school science or to address studentquestions or misconceptions.
    • Hinge QuestionsConcept cartoons could be used ata crucial ‘hinge’ point in the lessonto determine if students are readyto move on.Image: Day Lilies’, by Roger Lynnhttp://www.flickr.com/photos/17366766@N00/236620380Found on flickrcc.net
    • Concept Cartoons: Making Them Up!Some quick ideas:• Set up a cartoon for key lesson understandings• If interesting student questions, observations ordisagreements arise, quickly add a slide to show thediscussion and open it up to the class• Use a clicker service like Socrative to elicit student ideasHave a slide of creative commons cartoon people and speechbubbles at the end of the class presentation, so that you cangrab them and make up a slide when it is necessary.This is even easier if you have a class presentation onGoogleSlides, as the update will be quicker (and students cansee it on their screens if they are working at a different pace).
    • Clipart people from: http://www.clker.com/search/krug/1The ball needs a force tostop it moving.The ball needs a force tokeep it movingWhat do you think?Concept Cartoonscan be used as lesson starters, or as students enter theroom, and referred back to at a later stage in the lesson orsequence in the curriculum.
    • Clipart people from: http://www.clker.com/search/krug/1It will make the ballfly fasterIt will make nodifference to theflight of the ballCheck out my awesomefollow-through!It will allow forbetter control of theball in flightGolfer from: http://www.clker.com/clipart-2404.htmlConcept Cartoons can be used to link to students’ experiences in other classes oractivities and challenge some of their misconceptions.
    • Clipart people from: http://www.clker.com/search/krug/1What do these tracksshow?Concept Cartoons can be used to set up or remind students of discrepant events,which they can discuss, whiteboard or reason through.You could leave the speech bubbles blankto collect and use student ideas.Footprints in the snow, from David R. Wetzel’s informativeblogpost on discrepant events at teachscienceandmath.com.
    • Clipart people from: http://www.clker.com/search/krug/1The population is 750.Concept Cartoons could be used to set up practice problems which need to beworked out on whiteboards or scrap paper.An ecologists captures 10beetles and marks them.These are returned to theirhabitat.In a second capture, 15beetles are collected.5 of these have marks.How could the ecologistdetermine the populationestimate of beetles?What is the population?The population is 30.You cannot estimate thepopulation.Clipart beetles from: http://www.clker.com/clipart-green-beetle.html
    • 10http://itunes.apple.com/gb/app/web-albums-picasa-photo-viewer/id344997890?mt=8Engage Student InquiryiPhoneImages taken from the iTunes app store for each app or screenshots from my own iPhoneUse an app like Picasa Web Albums to build concept cartoons on animage of a lab or task which raises student questions.• Have your Picasa albums open on your computer• Take photos of situations students ask questions about• Send to Picasa and quickly add in to the class presentation• Use the slide as a formative discussion or peer instruction task
    • Clipart people from: http://www.clker.com/search/krug/1The top one will read 5N and thebottom one will read zero.Both meters will read 5NThey will both read 2.5NWhat happens when the 500g massis attached to two Newton-meters?
    • The first newtonmeter will read higherthan the secondBoth Newton meterswill read the sameThe second Newtonmeter will read higherthan the first.PullWhat do you think….… and WHY?
    • Water pushes themall equally becausethey have the samedensityWater pushesthem all equallybecause they havethe same volumeWater pushes them allequally because theyhave the same buoyancy
    • The moon pulls more on the Earththan the Earth does on the moon.The Earth and the moon pull oneach other equally.The Earth has a larger mass, sopulls the moon harder than themoon pulls the Earthhttp://wallpaperart.altervista.org/Immagini/luna-terra-sfondo-1280x800.jpgCheck out the answer here:it might surprise you!http://www.youtube.com/watch?v=mezkH
    • The harder he pushes, thefaster it moves.The harder hepushes, the greater theacceleration.He needs to keep pushingharder to maintainconstant velocity.http://www.clker.com/clipart-man-push.html
    • ++--It has 2 e-, so it mustbe heliumIt has 3 p+, so it mustbe an ion of lithiumIt has 2 e-, but 3n0, so it mustbe an isotope of heliumWhat do youthink?+
    • Its atomic number is 6, so theymust both be carbonThe atomic mass of thesecond element is 13, so itmust be aluminiumThey are both the sameelement, but have different massnumbers, so one must be an ion.What do youthink?126?Charge = 0136?Charge = 0atomic number =mass number =
    • What do you think?Clipart people from: http://www.clker.com/search/krug/1Ideas based onConcept Cartoons:http://www.conceptcartoons.com
    • For more resources.This is a Creative Commons presentation. It may be linked and embedded but not sold or re-hosted.Please consider a donation to charity via Biology4Good.Click here for more information about Biology4Good charity donations.