EDUC 6470 Experimental Instructional Plans

Explanation

These plans are designed for trial in EDUC 6470, and may be developed for my future use.

For any of these lessons, I would like to focus on the tension between free inquiry and predetermined goals, as in Furtak 2006.

Optional concepts indicate the possibile learning outcomes depending on student or teacher choice of paths during the lesson.

Planning Group

A group of four in our class is collaborating on our plans: Joseph Ashong, Jeff King, Shawn Reeves, and Adi Md Sikin.

Joseph works in nutrition, Jeff in math, Adi in food processing, and I in high school physics.

Meetings

2010-03-03

We discussed our subjects, possible goals and concepts for our students.

2010-03-17

5:30-6:30 Duffield Hall

Possible topics for the lesson

Explaining the seasons

Topic

8th-10th grade school earth science, the solar system.

Concepts

Orbit, cumulative change, radiation.

Optional concepts

Discussion

Sadler et. al, Wikipedia's misconceptions page ( http://en.wikipedia.org/wiki/Common_misconceptions#Astronomy ), and many educators have cited the power per area argument for the seasons, due to the tilt of Earth in its orbit. Few discussions of the orbital causes of the seasons list length of day, and none I've seen help students see the seasons as a cumulative effect rather than an instantaneous one, thus explaining why January, when the sun is higher in the US, is usually colder than December, or early August is usually hotter than mid-June.

Activity

Let's do some group work with a numerical model to compare the power/area-effect and the length-of-day effect. We'll see that the problem isn't too simple an inquiry, since there are different ways to tease apart the two effects, none quite satisfactory to me.

Features of inquiry

• All minimal from student, maximal from teacher, according to NRC 2000.

Understanding an LED

Topic

High school physics, solid state physics.

Concepts

semiconductors, band gap, energy conversions, color.

Optional concepts

Frequency, wavelength, wavelengths of various colors

Discussion

Activity

Totally student-determined, given materials.

Features of inquiry

• Learner poses a question.
• etc. (all maximizing learner self-direction, according to NRC 2000)

Repeating Galileo's discovery of the Medicean stars

Topic

High school, physics, motion.

Concepts

Kepler's Law (ratios of periods, diameters); planets; heliocentric system; angular separation; orbit.

Optional concepts

Discussion

Activity

Features of inquiry

• Learner poses question (whatever they want).
• Learner directed to collect certain data (distance of dots from Jupiter over time).
• Learner forms or is guided in formulating explanations.
• Learner directed toward area of sources of scientific knowledge or given possible connections.
• Learner provided broad guidelines to use to sharpen communication, or given steps and procedures for communication.

Finding Capacitance

Topic

9-12th grade physics electricity and electronics.

Concepts

Capacitance, RC timing, resistors, powers of ten, manufacturer's notations on capacitors and resistors.

Optional concepts

Discussion

Instead of teaching the students directly about capacitors, couch it in an on-the-job training kind of experience. The activity seems to be about sorting these capacitors, the time-is-proportional-to-RC understanding is treated as something one could too-easily learn for it to be the actual subject of a lesson.

Activity

Pass around a bucket of capacitors, students each take a few, try to determine value of capacitance by reading tiny text on capacitors. Use voltmeter/oscilloscope to check, by timing rise or fall of voltage of capacitor in series with a resistor and a battery. Use oscilloscope instead of voltmeter for large group.

Features of inquiry

• Learners directed to collect certain data (time of rise/fall from two times noted on stopwatch, from voltmeter/oscilloscope).

Equipment

Voltmeter, oscilloscope, stopwatch, breadboards, resistors (10kΩ-10MΩ range), capacitors (100-100000 pf range, 0.1-100 micro-farad range).

Siting a wind turbine

Wind speed histogram for a turbine in virtual world Second Life

Course

9-12th grade earth science

Topic

Atmosphere and land.

Instructor

Shawn Reeves, physics and earth science teacher

Audience

9-12th grade students

Pre-context

This is the first class of the second term of an earth science class. During the previous term, students studied the radiation budget between sun-earth and earth-space. As part of that unit, students learned about solar power, renewables, solar cooking, climate change. They have never seen a histogram.

Post-context

We show students power curves for wind turbines. Students are asked to revise their inferences based on these power curves, which show that wind turbines have cut-in and cut-out speeds, and make about ten times as much power at 15m/s, a rare wind speed, than at 5m/s, a very common wind speed.

Activity

Given an anemometer and a wind vane, students explore a virtual world where wind is modeled. With the help of a data-facilitator, students ask questions of the data. Students then analyze the data on their own, then make inferences and reason why those inferences would be important to deciding where to site a wind turbine. Students are directed towards other sources for wind data, such as NOAA ASOS.

Activity Details for 20 minute trial lesson in EDUC 6470, April 21, 2010. See #Todo list for incomplete tasks

1. Announce expectations, 1 minute.
   1. Each student will spend entire class building a mind map of concepts and connections discussed in class, either on paper or using CMap. Making links to existing structure is encouraged.
   2. Students will discuss ideas with each other, but every student is responsible for their own mind map.
   3. Students will be expected to raise questions about the data and what it means for siting a wind turbine advantageously for producing electricity. Some relevant considerations are planned for another class; if a student raises such a consideration, the instructor may ask the student to record the inquiry for the next class meeting.
2. Whole class watches anemometer histogram being built for 5 minutes. (Will it be meaningful enough in that short time? Test.)
3. Class is given a data set and asked to generate questions to ask of the data. 10 minutes
4. Review mind maps, 4 minutes.
   1. Check for tentative concepts created/synthesized by students.
   2. Check for tentative meanings assigned to distribution of directions and distribution of speeds.
5. Offer list of sites to go next for more information
6. Preview what we'll be doing next class--Looking at how a wind turbine generates different amounts of power at different wind speeds.

Driving question

How can we characterize wind so that we can predict wind power generation?

Concepts

wind speed, wind direction, compass, wind rose, histogram, statistics, prediction.

Goals

Students will present wind data that will help anyone understand whether a site will produce sufficient wind power.

Objectives

Students will create charts and or tables that clarify pertinent data. Students will organize data into sets that aren't too large to handle, nor too small to be meaningful.

Discussion

One of the more experimental methods of this lesson is the use of the "data-facilitator." The data-facilitator can be a student or instructor or aide who knows how to take an analytical question and turn it into a structured query, using the structured query language to most database programs. The instructor is going to need to measure the knowledge and skills the students bring to the course, specifically about histograms, statistics, the relationship between statistics and predictability, and the concept of speed.

Innovative teaching components, or explicit features of inquiry

• Instruction is situated in authentic tasks, authentic to the science as scientists do it, if not authentic to the students.
• Students and teacher debate ideas and negotiate understanding, hopefully.
• The planners are aware of both the degree of guidance and the degree of inquiry, acknowledging that these can be separate.
• Students ask (are asked) how well do the data represent the phenomena for which they stand?
• Learners collect their choice of possible data.
• Learners pose their own questions. But also
• Learners engage in question provided by teacher.
• Learner directed to collect certain data. But also
• Learner told how to analyze.
• Learner directed toward areas and sources of scientific knowledge.
• Learner forms reasonable and logical argument to communicate explanations.

References

Brown et al., 2006, on what's missing from science courses.

Measuring Wind Project at EnergyTeachers.org http://energyteachers.org/project_detail.php?project_id=4

WeatherScope, Mesonet, Oklahoma Climatological Survey at http://www.mesonet.org/

Possible pedagogical components for any lesson

See full article on pedagogical components.

From Crawford et al., 2009, page 703

1. Instruction is situated in authentic tasks;
2. students develop interdependency in small group work;
3. students and teacher debate ideas and negotiate understanding;
4. students and teacher publicly share ideas with members of the classroom community;
5. students collaborate with experts outside the classroom;
6. responsibility for learning and teaching is shared.

From Brown et al., 2006, page 799

1. The planners are aware of both the degree of guidance and the degree of inquiry, acknowledging that these can be separate.

From Schwab, 1962, page 75, these questions posed to the student of enquiry writing a paper

1. What is the problem under investigation?
2. From what preceding discoveries and difficulties does it ares?
3. What data are chosen for search by the scientist?
4. How well do the data represent the phenomena for which they stand?
5. What outstanding assumptions are involved in their interpretation?
6. To what conclusion?
7. What more is seen when this conclusion is joined to the conclusions of other papers?

From NRC 2000, Inquiry and the National Science Education Standards

Essential Feature	Variations, from more learner self-direction to less
1.Learner engages in scientifically oriented questions	Learner poses a question	Learner selects among questions, poses new questions	Learner sharpens or clarifies question provided by teacher, materials, or other source	Learner engages in question provided by teacher, materials, or other source
2.Learner gives priority to evidence in responding to questions	Learner determines what constitutes evidence and collects it	Learner directed to collect certain data	Learner given data and asked to analyze	Learner given data and told how to analyze
3.Learner formulates explanations from evidence.	Learner formulates explanation after summarizing evidence	Learner guided in process of formulating explanations from evidence	Learner given possible ways to use evidence to formulate explanation	Learner provided with evidence
4.Learner connects explanations to scientific knowledge.	Learner independently examines other resources and forms the links to explanations	Learner directed toward areas and sources of scientific knowledge	Learner given possible connections
5.Learner communicates and justifies explanations.	Learner forms reasonable and logical argument to communicate explanations	Learner coached in development of communication	Learner provided broad guidelines to use to sharpen communication	Learner given steps and procedures for communication

Todo list

• Make a clearer histogram, showing units, maybe number of samples
• Make histogram start blank.