Wonder Lake, a Case Study

Oral and written presentation, critical thinking, collaboration.

Introductory level science course at the end of the semester in a Minnesota's Geology course. 3-4 class periods.

Day 1. Instructor hands out cover page, with scenario, and associated maps. Students read and ask questions as they relate. Instructor then assigns roles to students. Students are given 15 minutes to meet each other in their assigned roles, perhaps discuss alliances, collaboration, etc. A timeline is established for upcoming town meetings.
Day 2: At the meetings the instructor is the town clerk, responsible only for taking minutes. The town board (chair) is responsible for conducting the meetings. Town board members are responsible for asking questions to be sure they completely understand what each interested party is proposing.
Day 3: Same as day 2
Day 4: town board meets in private to discuss and draft a statement about their decision.

wonder lake scenario and roles (Microsoft Word 53kB Jan25 10)
wonder lake maps (PowerPoint 68kB Feb21 10)

Assessment is completed by instructor assessing students, students assessing each other, and student self reflection. Instructor rubric assigns a score for participants based on their participation, mastry of material, and how well they related their oral arguments to geologic concepts covered earlier in the semster. Students assess their peers based on participation, and how involved they were at the town hall meetings. Students will also write a 1 page paper, reflecting on the activity, what they learned and what if anything they would do differently next time. Instructor & Student Rubric (Excel 15kB Feb21 10) Self Evaluation Assignment (Microsoft Word 24kB Feb21 10)