1. This lesson introduces students to giant covalent molecules and allotropy through making crystals of sulfur and examining the structures of carbon allotropes.
2. Students work in pairs to crystallize monoclinic and rhombic sulfur using different conditions, then observe the crystals over two weeks to see one form change to the other.
3. Allotropy in carbon is discussed, comparing the structures of diamond and graphite. Graphite is shown to conduct electricity while diamond does not.
Teaching my students to think -- even when they don't want toJoe Redish
The student is referring to a demonstration in class where the professor dropped two wooden blocks of different masses to demonstrate that they fall at the same rate due to gravity.
S: Yeah, that one was really helpful because it was like a visual representation of what gravity is doing to objects of different masses. So seeing it in real life, I think, helped cement that concept a lot more than just reading about it or having it explained. So hands-on demonstrations or activities like that are definitely more helpful for me than just straight lecture.
3/29/11 43 UMd Teaching & Learning Center
Implications:
Students bring expectations about
how to learn and what science is
based on previous experiences.
This document discusses effective strategies for teaching physics based on constructivist learning principles. It recommends using a 5E learning cycle approach of engage, explore, explain, elaborate, and evaluate. Specific teaching strategies include graphic organizers, puzzles, mental models, Predict-Observe-Explain activities, problem-based learning, and integrating technology. Research supports peer instruction methods, optimal seating arrangements, using multimedia modules and course weblogs. Assessment tools include concept inventories to identify student misconceptions.
Sustaining and Scaling Educational Innovations: Sharing Experiences and Chall...CITE
This document summarizes Chee-Kit Looi's talk about sustaining and scaling educational innovations from experiences in Singapore. It discusses two innovations: (1) using small group collaboration in classrooms and (2) mobile learning in a primary school. For each innovation, it examines what should be scaled up, why it should be scaled, how to scale it, and who to scale it to. It also compares the challenges of scaling within a school versus across schools. The document emphasizes the importance of crossing the "chasm" from research to mainstream education for innovations to have broad, lasting impact.
A 55-year-old woman presented with various symptoms including fatigue, headaches, nausea, vomiting, and weight loss. Laboratory tests found low ATP production and high levels of arsenic in her system. The doctors concluded she was poisoned with arsenic, likely by her husband who wanted her lottery money, as arsenic poisoning can cause all of her symptoms by inhibiting mitochondrial function and ATP production.
This document describes a study that developed an introductory biology course centered around a semester-long cognitive apprenticeship laboratory project. The course uses a series of established experiments closely aligned with lecture topics to allow students to participate in authentic scientific practices. Students learn basic cell and molecular biology concepts in lecture and apply their knowledge in the lab by conducting a series of related experiments investigating Alzheimer's disease. Assessment results showed students gained an understanding of research techniques and demonstrated knowledge transfer between the course and scientific articles. Centering an introductory course on a semester-long laboratory project provides students a solid foundation of content knowledge and an authentic introduction to scientific research practices.
This document discusses different approaches to teaching skills, including:
- The UK curriculum says skills should be taught through substantive science content.
- US science standards integrate skills with content in "learning performances" that construct explanations based on evidence.
- Research finds that skills should be broken into components, taught individually with modeling and focused practice, and integrated across topics with lots of practice.
- In practice, skills often lack explicit teaching and are marginalized in curriculum time due to an "expert blind spot".
The document outlines a lesson plan for a course introduction that covers instructor expectations, an assessment of student academic levels, an introduction to the scientific method, and exposure to the definition of science. Key objectives are for students to understand instructor expectations, define science, describe the abilities and limitations of science, and describe parts of the scientific method. Students will sign a behavior contract, take part in a non-science task, learn about Cornell note-taking, and work in partners to take notes on a reading about the nature of science. The lesson incorporates state science standards and includes teacher presentations, student activities, assessments, and a closing summary.
- The document provides resources and guidance for teaching a unit on cells to 7th grade science students.
- It outlines the relevant Texas Essential Knowledge and Skills (TEKS) standards, includes links to video and web resources on cell structures, and suggests formative assessments and ways to differentiate instruction.
- The document aims to support teachers in planning engaging, standards-aligned lessons on cell organelles, their structures and functions, and cell theory.
Teaching my students to think -- even when they don't want toJoe Redish
The student is referring to a demonstration in class where the professor dropped two wooden blocks of different masses to demonstrate that they fall at the same rate due to gravity.
S: Yeah, that one was really helpful because it was like a visual representation of what gravity is doing to objects of different masses. So seeing it in real life, I think, helped cement that concept a lot more than just reading about it or having it explained. So hands-on demonstrations or activities like that are definitely more helpful for me than just straight lecture.
3/29/11 43 UMd Teaching & Learning Center
Implications:
Students bring expectations about
how to learn and what science is
based on previous experiences.
This document discusses effective strategies for teaching physics based on constructivist learning principles. It recommends using a 5E learning cycle approach of engage, explore, explain, elaborate, and evaluate. Specific teaching strategies include graphic organizers, puzzles, mental models, Predict-Observe-Explain activities, problem-based learning, and integrating technology. Research supports peer instruction methods, optimal seating arrangements, using multimedia modules and course weblogs. Assessment tools include concept inventories to identify student misconceptions.
Sustaining and Scaling Educational Innovations: Sharing Experiences and Chall...CITE
This document summarizes Chee-Kit Looi's talk about sustaining and scaling educational innovations from experiences in Singapore. It discusses two innovations: (1) using small group collaboration in classrooms and (2) mobile learning in a primary school. For each innovation, it examines what should be scaled up, why it should be scaled, how to scale it, and who to scale it to. It also compares the challenges of scaling within a school versus across schools. The document emphasizes the importance of crossing the "chasm" from research to mainstream education for innovations to have broad, lasting impact.
A 55-year-old woman presented with various symptoms including fatigue, headaches, nausea, vomiting, and weight loss. Laboratory tests found low ATP production and high levels of arsenic in her system. The doctors concluded she was poisoned with arsenic, likely by her husband who wanted her lottery money, as arsenic poisoning can cause all of her symptoms by inhibiting mitochondrial function and ATP production.
This document describes a study that developed an introductory biology course centered around a semester-long cognitive apprenticeship laboratory project. The course uses a series of established experiments closely aligned with lecture topics to allow students to participate in authentic scientific practices. Students learn basic cell and molecular biology concepts in lecture and apply their knowledge in the lab by conducting a series of related experiments investigating Alzheimer's disease. Assessment results showed students gained an understanding of research techniques and demonstrated knowledge transfer between the course and scientific articles. Centering an introductory course on a semester-long laboratory project provides students a solid foundation of content knowledge and an authentic introduction to scientific research practices.
This document discusses different approaches to teaching skills, including:
- The UK curriculum says skills should be taught through substantive science content.
- US science standards integrate skills with content in "learning performances" that construct explanations based on evidence.
- Research finds that skills should be broken into components, taught individually with modeling and focused practice, and integrated across topics with lots of practice.
- In practice, skills often lack explicit teaching and are marginalized in curriculum time due to an "expert blind spot".
The document outlines a lesson plan for a course introduction that covers instructor expectations, an assessment of student academic levels, an introduction to the scientific method, and exposure to the definition of science. Key objectives are for students to understand instructor expectations, define science, describe the abilities and limitations of science, and describe parts of the scientific method. Students will sign a behavior contract, take part in a non-science task, learn about Cornell note-taking, and work in partners to take notes on a reading about the nature of science. The lesson incorporates state science standards and includes teacher presentations, student activities, assessments, and a closing summary.
- The document provides resources and guidance for teaching a unit on cells to 7th grade science students.
- It outlines the relevant Texas Essential Knowledge and Skills (TEKS) standards, includes links to video and web resources on cell structures, and suggests formative assessments and ways to differentiate instruction.
- The document aims to support teachers in planning engaging, standards-aligned lessons on cell organelles, their structures and functions, and cell theory.
The document provides a lesson plan for teaching grade 8 science students about quarks and leptons. The lesson uses a hands-on activity where students dismantle cookies and explore the ingredients (dough, chocolate chips) as analogies for subatomic particles (protons, neutrons, quarks). Students then use sorting cards to model the patterns between cookie ingredients and subatomic particles. The lesson aims to help students understand that all matter is made of different combinations of fundamental particles like quarks and leptons. The teacher assesses students formatively through observing their card sorting and discussions.
This document describes a design-based research approach to understanding complex learning. It discusses using design experiments to test educational theories in real-world classroom contexts. The research is conducted through iterative design, enactment, analysis, and redesign cycles. It provides an example study that used this approach to help students learn about complex aquarium ecosystems. The study found that how teachers enacted the curriculum influenced student outcomes, with an inquiry-oriented enactment promoting deeper scientific reasoning. Both teachers achieved learning gains, showing design-based research can support new forms of learning in varied contexts.
Teachers Corinne Smith and Rebecca West are collaborating on a 7th grade life science lesson about cells with the school media specialist. The lesson will have students build on their prior knowledge of cells by researching cell structures and functions using multiple resources, both print and digital. Students will answer questions about cells during their research and use the information to create a model of a cell. The lesson will focus on using various informational materials in the media center and online to gain further understanding of cells.
This document provides a syllabus for the BIO 201 Human Anatomy and Physiology I course taught by Dr. Matt Pearcy from August 20th through December 10th, 2012. The course will cover topics including cells, tissues, the integumentary, muscular, skeletal and nervous systems. Assessments will include seven closed book exams, seven quizzes and 21 lab assignments. The grading criteria and tentative class and lab schedules are also outlined.
This document provides standards, objectives, context, assessment, materials, and procedures for a lesson on the periodic table for 11th grade students. The lesson will have students work in groups to create 5-minute videos about different groups on the periodic table. Over the course of two weeks, students will research their assigned group, write a script, and create a video using materials provided. They will be assessed formatively through teacher observation and summatively through their video presentations. Detailed guidelines are provided for creating the videos using iMovie or Windows Movie Maker.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
This document outlines a lesson on plant and animal cells taught using the inductive teaching method. The lesson begins by recalling what microscopes are used for. Students then perform a motivating activity acting out machines. Next, students complete an individual activity identifying cell structures in plant and animal cells. In their analysis, students compare and contrast plant and animal cells. They discuss the importance of cells and how their structures relate to daily life.
Liam Carragher who has recently graduated from Moray House shared this powerpoint on the sustainability project he did as part of his final teaching placement
Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
The document provides an overview of a 5th grade science unit on animal systems. It discusses the key principles of the unit, including having students generate their own evidence and explanations. The unit focuses on identifying different animal systems like digestive, circulatory, etc. and explaining their functions. Students will explore how systems work together through activities and experiments. They will generate explanations and apply their understanding through a final project on body systems.
Aapt summer 2012 active engagement materials for subatomic physicsJeff Loats
This document describes materials being developed through an NSF grant to bring active learning strategies to nuclear and particle physics courses. The materials include pre-lecture questions, conceptual in-class questions, estimation exercises, small projects/case studies, and conceptual exam questions. These materials are designed around strategies like Just-in-Time Teaching and Peer Instruction that have been shown to improve student learning in other contexts. Examples of each type of material are provided. The goal is to test, use, modify, and share these materials widely to improve physics education.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
1) Classroom observation is a common technique for collecting data in classroom research that allows researchers to study behaviors and events in the second language classroom setting.
2) When conducting classroom observations, researchers must consider issues like the observer effect, maintaining objectivity, obtaining permission, and developing coding schemes or adapting existing schemes.
3) Action research, which is more oriented toward teacher and learner development, is another type of classroom-based research that teachers can undertake to identify and address problems through intervention and evaluation.
The document discusses strategies for teaching science as a practice. It contrasts typical K-8 science instruction with teaching science through scientific practices like asking questions, investigating, and evaluating models. Current instruction focuses narrowly on validating theories through routine experiments. The document recommends teaching science through practices like argumentation, explanation-building, and interacting with texts. It provides examples of instructional strategies at different grade levels to scaffold students' understanding and engage them in meaningful scientific inquiry.
Science can be broadly defined in three major components:
1. Science as a process - It involves observing phenomena and gathering evidence through experiments, testing hypotheses, and developing theories to explain experimental results.
2. Science as a product - It refers to the theories, laws, generalizations and facts that have been established by scientists through research and experimentation.
3. Science as attitudes - It includes traits like being curious, skeptical, honest and open-minded. Scientists use these attitudes in their work.
In summary, science involves both a methodological way of studying the natural world (science as a process) as well as established knowledge about nature (science as a product), and it is done with certain attitudes and ways of
This template describes an inquiry-based teaching educational scenario. The objectives are for students to know and understand concepts, explore research procedures, perform investigations, and formulate and revise scientific explanations. It aims to address issues with traditional textbook instruction and develop students' inquiry skills. The approach is based on constructivism where students make meaning through experiences. Key parameters include hands-on activities, discussion, and the teacher facilitating the learning process.
This daily lesson log from a grade 9 science teacher outlines the week's objectives and lessons on atomic structure and bonding. The objectives for the week are to understand ionic and covalent bonding through activities illustrating how ions are formed and modeling metallic bonding. Lessons cover writing electron configurations, relating valence electrons and properties, forming ions, and ionic and covalent bonding. Formative assessments evaluate the students' abilities to write configurations, describe bonding principles, and explain properties based on bonding type.
This document provides information about a primer course on molecular biology taught at UC Berkeley. The course aims to introduce students to common laboratory techniques in molecular biology, such as PCR, cloning, cell culture and transfection. It will help students develop a strong foundation in molecular biology and facilitate their transition into research laboratories. The course involves lectures, activities and assignments, including a final presentation. It is graded on a pass/no pass basis based on attendance, participation, homework, a research paper, and the final project.
This document provides a daily lesson log for a 7th grade science teacher covering a week of lessons on microscopy, biological organization, and plant and animal cells. The log outlines objectives aligned to standards, topics to be covered each day, learning resources, teaching procedures and activities, and a reflection on student progress and areas for improvement. The lessons guide students to identify microscope parts, focus specimens, describe levels of biological organization, and differentiate plant and animal cells. Formative and summative assessments are used to evaluate learning.
The document provides a lesson plan for teaching grade 8 science students about quarks and leptons. The lesson uses a hands-on activity where students dismantle cookies and explore the ingredients (dough, chocolate chips) as analogies for subatomic particles (protons, neutrons, quarks). Students then use sorting cards to model the patterns between cookie ingredients and subatomic particles. The lesson aims to help students understand that all matter is made of different combinations of fundamental particles like quarks and leptons. The teacher assesses students formatively through observing their card sorting and discussions.
This document describes a design-based research approach to understanding complex learning. It discusses using design experiments to test educational theories in real-world classroom contexts. The research is conducted through iterative design, enactment, analysis, and redesign cycles. It provides an example study that used this approach to help students learn about complex aquarium ecosystems. The study found that how teachers enacted the curriculum influenced student outcomes, with an inquiry-oriented enactment promoting deeper scientific reasoning. Both teachers achieved learning gains, showing design-based research can support new forms of learning in varied contexts.
Teachers Corinne Smith and Rebecca West are collaborating on a 7th grade life science lesson about cells with the school media specialist. The lesson will have students build on their prior knowledge of cells by researching cell structures and functions using multiple resources, both print and digital. Students will answer questions about cells during their research and use the information to create a model of a cell. The lesson will focus on using various informational materials in the media center and online to gain further understanding of cells.
This document provides a syllabus for the BIO 201 Human Anatomy and Physiology I course taught by Dr. Matt Pearcy from August 20th through December 10th, 2012. The course will cover topics including cells, tissues, the integumentary, muscular, skeletal and nervous systems. Assessments will include seven closed book exams, seven quizzes and 21 lab assignments. The grading criteria and tentative class and lab schedules are also outlined.
This document provides standards, objectives, context, assessment, materials, and procedures for a lesson on the periodic table for 11th grade students. The lesson will have students work in groups to create 5-minute videos about different groups on the periodic table. Over the course of two weeks, students will research their assigned group, write a script, and create a video using materials provided. They will be assessed formatively through teacher observation and summatively through their video presentations. Detailed guidelines are provided for creating the videos using iMovie or Windows Movie Maker.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
This document outlines a lesson on plant and animal cells taught using the inductive teaching method. The lesson begins by recalling what microscopes are used for. Students then perform a motivating activity acting out machines. Next, students complete an individual activity identifying cell structures in plant and animal cells. In their analysis, students compare and contrast plant and animal cells. They discuss the importance of cells and how their structures relate to daily life.
Liam Carragher who has recently graduated from Moray House shared this powerpoint on the sustainability project he did as part of his final teaching placement
Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
The document provides an overview of a 5th grade science unit on animal systems. It discusses the key principles of the unit, including having students generate their own evidence and explanations. The unit focuses on identifying different animal systems like digestive, circulatory, etc. and explaining their functions. Students will explore how systems work together through activities and experiments. They will generate explanations and apply their understanding through a final project on body systems.
Aapt summer 2012 active engagement materials for subatomic physicsJeff Loats
This document describes materials being developed through an NSF grant to bring active learning strategies to nuclear and particle physics courses. The materials include pre-lecture questions, conceptual in-class questions, estimation exercises, small projects/case studies, and conceptual exam questions. These materials are designed around strategies like Just-in-Time Teaching and Peer Instruction that have been shown to improve student learning in other contexts. Examples of each type of material are provided. The goal is to test, use, modify, and share these materials widely to improve physics education.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
1) Classroom observation is a common technique for collecting data in classroom research that allows researchers to study behaviors and events in the second language classroom setting.
2) When conducting classroom observations, researchers must consider issues like the observer effect, maintaining objectivity, obtaining permission, and developing coding schemes or adapting existing schemes.
3) Action research, which is more oriented toward teacher and learner development, is another type of classroom-based research that teachers can undertake to identify and address problems through intervention and evaluation.
The document discusses strategies for teaching science as a practice. It contrasts typical K-8 science instruction with teaching science through scientific practices like asking questions, investigating, and evaluating models. Current instruction focuses narrowly on validating theories through routine experiments. The document recommends teaching science through practices like argumentation, explanation-building, and interacting with texts. It provides examples of instructional strategies at different grade levels to scaffold students' understanding and engage them in meaningful scientific inquiry.
Science can be broadly defined in three major components:
1. Science as a process - It involves observing phenomena and gathering evidence through experiments, testing hypotheses, and developing theories to explain experimental results.
2. Science as a product - It refers to the theories, laws, generalizations and facts that have been established by scientists through research and experimentation.
3. Science as attitudes - It includes traits like being curious, skeptical, honest and open-minded. Scientists use these attitudes in their work.
In summary, science involves both a methodological way of studying the natural world (science as a process) as well as established knowledge about nature (science as a product), and it is done with certain attitudes and ways of
This template describes an inquiry-based teaching educational scenario. The objectives are for students to know and understand concepts, explore research procedures, perform investigations, and formulate and revise scientific explanations. It aims to address issues with traditional textbook instruction and develop students' inquiry skills. The approach is based on constructivism where students make meaning through experiences. Key parameters include hands-on activities, discussion, and the teacher facilitating the learning process.
This daily lesson log from a grade 9 science teacher outlines the week's objectives and lessons on atomic structure and bonding. The objectives for the week are to understand ionic and covalent bonding through activities illustrating how ions are formed and modeling metallic bonding. Lessons cover writing electron configurations, relating valence electrons and properties, forming ions, and ionic and covalent bonding. Formative assessments evaluate the students' abilities to write configurations, describe bonding principles, and explain properties based on bonding type.
This document provides information about a primer course on molecular biology taught at UC Berkeley. The course aims to introduce students to common laboratory techniques in molecular biology, such as PCR, cloning, cell culture and transfection. It will help students develop a strong foundation in molecular biology and facilitate their transition into research laboratories. The course involves lectures, activities and assignments, including a final presentation. It is graded on a pass/no pass basis based on attendance, participation, homework, a research paper, and the final project.
This document provides a daily lesson log for a 7th grade science teacher covering a week of lessons on microscopy, biological organization, and plant and animal cells. The log outlines objectives aligned to standards, topics to be covered each day, learning resources, teaching procedures and activities, and a reflection on student progress and areas for improvement. The lessons guide students to identify microscope parts, focus specimens, describe levels of biological organization, and differentiate plant and animal cells. Formative and summative assessments are used to evaluate learning.
The document contains various cheat codes for Grand Theft Auto: San Andreas grouped into categories such as weapon sets, health/armor, vehicles, gameplay effects, and more. Some codes provide weapons, armor, or money while others modify the game world by increasing wanted levels, spawning vehicles, or changing traffic and pedestrian behaviors. The codes allow the player to modify multiple aspects of the game for fun or to make the game easier.
This document is a teacher instruction manual for chemistry and physics for Grade 10 in Sri Lanka. It contains 3 main sections: a detailed syllabus, an activity continuum to implement the syllabus, and instruments for assessment. The detailed syllabus outlines competency levels and content for each subject, as well as guidance for school policies. The activity continuum provides sample classroom activities aligned to competencies. The final section gives guidance on assessment to evaluate student learning. The overall goal is to help teachers implement a new, competency-based curriculum centered around student-focused, active learning.
This document provides an excerpt from Chapter 1 of the novel Oliver Twist by Charles Dickens. It introduces Oliver Twist, who is born in a workhouse. The chapter describes Oliver's difficult birth and his first few days, as well as the death of his mother shortly after giving birth. It establishes Oliver's poor circumstances and status as a orphan dependent on the parish workhouse for care.