||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,
Notes to the Teacher:
1. Students need a basic working knowledge of motion , the scientific method or research method as well as,
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.
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.
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
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.
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
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.
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.
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
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.
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