What do you see?
Summary
a. Images will be posted onto an online format that allows for comments and replies.
b. The teacher will post an image and students will each post an observation of what they see (what to look for may be directed by the instructor, or it may be open ended). Each student will then post a comment on at least one other student's observation(s).
c. This activity can be extended out as long as the instructor feels is necessary (this may be until the students see specific details, utilize specific terminology, or other criteria set by the instructor). This activity could be used at any time in a lesson: to open, ongoing throughout, to segue into another topic, or even with some creativity as an assessment to a topic.
d. This activity can be extended to the next subject or topic by posting images that would tie or relate the topics.
e. Closing this activity—this method of images and observations can be closed in a multitude of manners. It could be closed by a group discussion on a Codec system, a chat room, or even traditional types of testing or assessing.—A Codec system is basically a point to point webcam. It is a designated line between IP addresses. It usually uses the E2 line (used for higher education, research and the like).
f. Example:
i. The format I am currently using is Blackboard. One can insert an image into an 'assignment' and then the students can give their answers in a response box after selecting the assignment. As far a 'discussion board' I have not figured out how to insert the image. Some discussion boards can do this and others can not.
ii. An example of an image that could be used is a photo by Richard Smith or Lee Schmidt
iii. The goal along the way is to get the students to add replies not just to the instructor's prompts (replies and threads), but to each other. Example prompts for this image may include;
1. What is this person touching on the wall?
2. How did it get there?
3. This is found in a cave. How are caves formed?
4. This cave is near St. Peter, MN. How is it different from caves at different locations? Give an example and location of a different cave.
iv. The instructor's prompts and replies will vary with the students' replies. If all goes well one can tie this image into another 'Thread' or topic. This may or may not work depending upon the students' replies and answers (if they take the bait).
v. If all goes well the instructor could lead directly into a test of the concepts the students covered.
vi. Scoring would be done by several methods:
1. Each student must reply a minimum of _____ times
2. Proper use of the vocabulary introduced.
3. Points per each entry
b. The teacher will post an image and students will each post an observation of what they see (what to look for may be directed by the instructor, or it may be open ended). Each student will then post a comment on at least one other student's observation(s).
c. This activity can be extended out as long as the instructor feels is necessary (this may be until the students see specific details, utilize specific terminology, or other criteria set by the instructor). This activity could be used at any time in a lesson: to open, ongoing throughout, to segue into another topic, or even with some creativity as an assessment to a topic.
d. This activity can be extended to the next subject or topic by posting images that would tie or relate the topics.
e. Closing this activity—this method of images and observations can be closed in a multitude of manners. It could be closed by a group discussion on a Codec system, a chat room, or even traditional types of testing or assessing.—A Codec system is basically a point to point webcam. It is a designated line between IP addresses. It usually uses the E2 line (used for higher education, research and the like).
f. Example:
i. The format I am currently using is Blackboard. One can insert an image into an 'assignment' and then the students can give their answers in a response box after selecting the assignment. As far a 'discussion board' I have not figured out how to insert the image. Some discussion boards can do this and others can not.
ii. An example of an image that could be used is a photo by Richard Smith or Lee Schmidt
iii. The goal along the way is to get the students to add replies not just to the instructor's prompts (replies and threads), but to each other. Example prompts for this image may include;
1. What is this person touching on the wall?
2. How did it get there?
3. This is found in a cave. How are caves formed?
4. This cave is near St. Peter, MN. How is it different from caves at different locations? Give an example and location of a different cave.
iv. The instructor's prompts and replies will vary with the students' replies. If all goes well one can tie this image into another 'Thread' or topic. This may or may not work depending upon the students' replies and answers (if they take the bait).
v. If all goes well the instructor could lead directly into a test of the concepts the students covered.
vi. Scoring would be done by several methods:
1. Each student must reply a minimum of _____ times
2. Proper use of the vocabulary introduced.
3. Points per each entry
CollapseLearning Goals
a. The learner will make observations on images associated with their current topic.
b. The learner will apply vocabulary, terminology and concepts in their observations.
c. Science can be performed by observations.
d. Concepts will vary by topic being covered.
e. Vocabulary will vary by the topic being discussed.
f. Observational vocabulary may include comparisons (larger-smaller), details (specific colors, textures, etc).
b. The learner will apply vocabulary, terminology and concepts in their observations.
c. Science can be performed by observations.
d. Concepts will vary by topic being covered.
e. Vocabulary will vary by the topic being discussed.
f. Observational vocabulary may include comparisons (larger-smaller), details (specific colors, textures, etc).
Context for Use
a. This activity is designed for students to work on their observational skills and on communicating their observations. Incorporation of this plan will be tried after completing several labs in my 9th gr. Physical Science class as an assessment of the students' understanding of the concepts covered and use of the equipment. They will also learn to pose researchable or testable questions and to give critique (and to receive) critique on their comments and research. The use of testable questions will culminate in the SLUDGE activity where the students must separate and identify the 5-7 substances that I mixed together for them. Can they identify the correct problems, procedures and analyze the findings correctly?
Description and Teaching Materials
a. This teaching activity is set up for an online course, but could be modified to be used in a classroom or across different hours of a single class.
Teaching Notes and Tips
a. Try to find images associated with the topics that are familiar to the learners.
Assessment
a. The main form of assessment would be student involvement: productive or positive involvement.
b. Do not allow (work to improve) non-descriptive or non-specific observations.
c. Postings and replies to postings must contain correct terminology. They must be relevant to the current topic and/or relate to previous topics. By the end of this series of postings and replies the students will be able to 'rate' the validity of the postings and replies by their references.
d. Here is an example of a possible scoring rubric.
Name Tally of Response Scores for each Response. Points for Proper use of Vocabulary, Concept, etc. Total Points Received.
b. Do not allow (work to improve) non-descriptive or non-specific observations.
c. Postings and replies to postings must contain correct terminology. They must be relevant to the current topic and/or relate to previous topics. By the end of this series of postings and replies the students will be able to 'rate' the validity of the postings and replies by their references.
d. Here is an example of a possible scoring rubric.
Name Tally of Response Scores for each Response. Points for Proper use of Vocabulary, Concept, etc. Total Points Received.
Standards
a. The student will distinguish between qualitative and quantitative data.
b. The student will give examples of how different domains of science use different bodies of scientific knowledge and employ different methods to investigate questions.
c. This activity could easily cover many more of the Minnesota Academic Science Standards. Which standards covered would depend upon which images were presented.
b. The student will give examples of how different domains of science use different bodies of scientific knowledge and employ different methods to investigate questions.
c. This activity could easily cover many more of the Minnesota Academic Science Standards. Which standards covered would depend upon which images were presented.