The big ideas_of_science challenge_second
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The document discusses how science should be taught in schools and provides a list of key concepts across various science subjects. It asks the reader to review the concepts, identify cross-subject themes, and summarize each theme in a brief phrase. The reader is then prompted to add the curriculum created by students.
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The big ideas_of_science challenge_second
- 1. The Big ideasof ScienceChallenge How should science be taughtat school?
- 2. electricity magnets equations vectors alkalis ph forces gravity functions DNA molecules kinematics friction galaxies Wind energy radiation photons Wind energy Biosphere Life cycle Mitosis Solubility Catalysts Ampere's law Energy Thermodynamics Photosynthesis
- 3. electricity magnets equations vectors alkalis ph forces gravity functions DNA molecules kinematics friction galaxies Wind energy radiation photons Wind energy Biosphere Life cycle Photosynthesis Mitosis Solubility Catalysts Ampere's law Energy Thermodynamics
- 9. Putting everythingtogether • Look back at the curriculum you have created. • Can you identify any cross subject concepts? • Can you create a phrase for each concept that describes it in a nutshell? Addthecurriculumthe studentscreatedhere.
- 10. The Big ideasof Science
Editor's Notes
- The point of this introductory session is to trigger a conversation among students and inspire them to participate in the challenge. Use the information and the questions in this presentation to facilitate and guide this discussion. You may make alterations to this presentations if you wish. It would be useful to note down the students’ opinions; they may become handy later on so as to further coordinate the challenge.
- “Coming back to our original problem, aside from deciding what we want to learn about science, we also need to figure out how science should be taught. How can we change current teaching practices so as to avoid causing confusion to students, by bombarding them with concepts and laws which appear to be totally irrelevant to one another?” Click to next slide
- “How can we organize all these concepts and phenomena so they can make sense?” Click for the concepts to move: “Like we said, if these concepts are organized properly, so we can see the connections between them, they in fact describe our world.” So what we need to think about is to come up with a proper organization so we can see the connections between the different things we learn.” Click to next slide
- “For example, take these two terms. Is there any connection between them?” Give the students some time to speak their mind. Click for the map to appear: “And yet there is. Free fall motion is a phenomenon cause by Gravity. Lightings are a phenomenon caused by Electromagnetism. Both Gravity and Electromagnetism are fundament forces. Both these phenomena are subjected to the presence of a field of a fundamental force.” Click to next slide
- “So we need to figure out a way to see the bigger picture. To understand how the things we learn are connected. Create something like an ‘eco-system’ for concepts.” Click to next slide
- “Put the pieces of the puzzle together….” Click to show the Earth: “and understand how they are connected to our world.” Click to next slide
- “Let’s see an example. Have a look at this picture. What do you see? How many different concepts and natural sciences are involved here?” Give the students some time to speak their mind. Click to show the concepts: Comment on how many concepts the students found and which they missed. “As you can see, we have concepts and elements involved that range from our distant sun to the cells of the human body.” Click to show the sciences involved:” So basically, as you can see, all natural sciences are involved!” Click to next slide
- “What we need to do now is find a backbone structure that will act as a reference point for all that we learn. Notice that the backbone is in the form of an ‘S’ after Science. Click to show all the connections: “The idea is that instead of dividing our themes in classes like we do at school we will create a structure that will allow us to see the connections between the different subjects. For example, take energy. We mostly learn about energy in Physics. But energy is in fact everywhere. In chemistry, chemical reactions require a certain amount of energy in order to occur. In biology, cells turn carbohydrates in to energy so we can move around. In Earth science, earthquakes is a form of releasing energy. So energy is a cross subject concept. But we don’t really realize its presence do we?” Click to next slide
- In this slide you will need to add the curriculum the students have created. “So let’s take a look at the curriculum you created. “Can you identify any cross-subject concepts like energy?” Give time to students to speak their minds. Help them to single out the cross-subject concepts. It is advisable you note them down so as to work on them later. Alternatively, you can have their board near by or in a separate tab if its on Padlet and single them out there. After you finish collecting the concepts. “These concepts are our backbone structure. Now, if you think about it, these concepts are pretty much what all educated people should now about, aren’t they? Everyone needs for example to know the basics about energy; have a general idea about energy. So if we wanted to communicate what are the basics about science everybody needs to know, what would we say, should we just present these concepts as single terms? Do these terms say anything on their own?” Give time to students to speak their minds. The idea here is to guide the students to understand they need to communicate these concepts, not as isolated terms, but within a phrase that describes very briefly what they mean. Click to present the remaining question: “So, can you create a phrase for each concept that describes it in a nutshell? Let’s give it a try. Let’s try to make a phrase about energy. What are the basic things everybody should know about energy?” Give time to students to speak their minds. Help them put together a phrase that briefly describes the main information about energy. Write down the phrase for everyone to see. Click to next slide
- “This is the last step of our work. You will create a phrase for each of our key concepts. The set of phrases you will create is going to be our Big Ideas of Science set and it will serve as our backbone structure and we will use that during our school year in order to understand the connections between different phenomena. Every time we learn something new, we can go back to our backbone structure and place the new concept to its right place. So after a while, when we look back to what we have learned…” Click to show the image:”…we will be able to see the bigger picture. We will be able to understand the place of its new concept in our world.” “So let’s get to it!!!” After you finish the presentation, ask for questions and clarifications. Discuss with the team how much time they believe they need in order to create their set and facilitate them in the process if necessary. After they are finished, review their set and make with them any corrections that might be needed. Ask them to use the poster template to present their work. Poster template: http://golab.ea.gr/big_ideas/content/challenge-poster