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by Sue Ford |
The desired assessment tools are authentic assessment, inquiry and the laboratory method. However, this activity incorporates many teaching and learning strategies: group dynamic, cooperative learning, challenge activity, reading, teaching each other, deductive and inductive reasoning
Allow students to become frustrated. This is a sign of thinking not an inability to think. Monitoring students helps to detect real problems.
National Science Education Teaching Standards A, B, C, D, E,
, G
Notes to the Teacher:
to top
1. Students need a basic working knowledge
of motion , the scientific method or research method as well as,
individual responsibilities.
2. Preparation time needed is at least
90 minutes
3. Class time needed is 90 to 135 minutes
4. Hazards/Precautions - sharp objects,
glass and heat.
Rubric: This laboratory
activity is graded using a rubric. The following criteria are to be kept
in mind when using a rubric: The rubric is to be constructed in a clear
and concise manner. The scoring range must be stated clearly. One
is equivalent to a
"D" while five is an "A". State clearly how the grade is altered
for various reasons: Example absences. Objectives must be
executed firmly. The rubric must be clearly explained to the
students before beginning the activity. The purpose of the rubric
is
to help the student set goals and work toward achieving the goals within
the group.
Cubing: (skills: review, recognition,
recall, association, discrimination)
Cubing is an activity of engagement and reflection. It is also a learning
center model and can be used with any subject. The activity can be
used to review. In fact you decide how it best suits your needs.
Remember to keep the objectives clear. The term cubing represents
the support used to display the six phrases or terms. The students focus
on one term beginning with number one. Each students contributes
to the pool of knowledge by telling all that is known about that word,
as it relates to that topic. This procedure is repeated until all
six phrases or words are discussed. Each support has six 5x7 index
cards titled beginning cards and six titled ending cards. These cards
are used to begin and end the activity. Cubing is an exciting activity.
Cubing Objectives
1. To identify and categorize knowledge needed to design an experiment
related to this laboratory activity
2. To carry out a group discussion with focus on the cube cards.
3. to help each other understand the value of each term or category
as it relates to the assignment.
Topic _________________________________
Title of Lab ___________________________
Long term Goal ________________________________________________
Learning Activities: (remember all cards are related to this
lab in some way)
1. Get cube cards and assemble cube.
2. Cards: (use anything that serves the purpose)
a) use a different set of cards for each lab;
b) Number cards chronologically by lab and word.
Ex. categories: I-1 My World, I-2 Scientist, I-3 Life Processes,
I-4 Vocabulary, I-5 Everyday
living, I-6 Other ( allow for student input)
3. Value of activity - Everybody gives to the pool of knowledge
!!
4. Decide what information is needed from this exercise to complete
objective No. 1. Return cube and cards to the
storage station.
5. After completing the laboratory activity get the cube and
six blank cube cards. Ex. I-1(end)
6. Write and discuss one technical term on each card that was
by the group to explain or demonstrate plant motion.
Continue until all cards are completed.
Individual Critique
1. Each group member must check and sign somebody else's working
lab write up before the paper is submitted for a grade.
2. Check for clarity and grammar. (improves writing, reading
and penmanship skills)
L.A.M.P.- LAB/ACTIVITY MANAGEMENT PROCEDURE
During designated labs and/or activities, students will work 3 or 4 to a group. Each group member will have a specific role or job. The roles are described below. Read through each one carefully since you will have each role in the near future.
P.I. - Principal Investigator
The principal
investigator is: in charge of the operation; responsible for the
lab set-up; the conductor of group discussion;
the person who conducts
the lab procedure or assigns duties to the other group members; the only
group member
allowed to talk to
the teacher.
M.M.- Material Manager
The material
manager is: responsible for obtaining all necessary materials and/or equipment
for the lab; responsible for
organizing materials
and/or equipment in the work space; allowed out of seat to pick up needed
materials.
M.D. - Maintenance Director
The maintenance
director is: in charge of cleaning up the work space; allowed to assign
other group members duties to
help in the clean
up; responsible for returning materials and/or equipment to the supply
station; allowed out of seat for
clean up.
S.D. - Safety Director
The safety
director is: responsible for enforcing all safety rules; asked to monitor
group to keep everyone working
on the task
at hand; responsible for reporting any accident to the teacher.
Self Test - Rephrase the duties statements
to form as self test. The students will answer all questions by writing
T" for true
and "F" for false.
Include the test on the backside of the duty sheet.
Introduction
This laboratory activity requires the
student to think in order to understand plant motions, why they occur and
how to recognize them. . It requires the student to work with others,
experience group dynamics and to pose questions that lead to the formulation
of hypotheses and the testing of those hypotheses.
Purpose
The purposes of this laboratory activity
are to: a) determine if motion takes place in plants and to determine what
causes this motion; b) design a working scientific experiment that demonstrates
plant motion using available materials; c) articulate the results
using a scientific write-up and partner critique.
Procedure - Teacher
1. Focus Students- (Tell
them to- write down whatever you are thinking now, that is not related
to this lab, on the
postum.
Place the postum under your seat and sit on it until the assignment is
complete)
2. Explain and entertain questions
related to the grading rubric.
3. Assign student groups and
review L.A.M.P. (every group member
is given specific responsibilities) assignments
Student Directions
Procedure (A)
1. Read all instructions before anything
else is done.
2. Determine L.A.M.P. assignments
3 Assemble cube (each student
shares knowledge about the topic) and complete process
One way to organize
the information is the KWL. What
I Know. What I Want to know. What I Learned.
4. Observe equipment
5. Formulate hypothesis
6. Use information from the cubing
activity to construct a working guide. This guide will be used to test
the hypothesis.
Procedure (B)
1. Each person needs a
laboratory guide
2. Read and follow directions
3. Read Reminder
4. Record observations
5. Complete end cube activity
(possible vocabulary terms - cyclosis, plasmolysis, turgor pressure, temporary
and
permanent wilting,
homeostasis, diffusion, osmosis, adhesion, cohesion, flaccid, xylem, phloem,
transport, transpiration,
tropism and
cell division
6. Complete critiques
7. Submit scientific write ups
and critiques
8. Post lab - Review results
with group, class and teacher
9. Reach class consensus
10. Complete Scattergram