teacher_log_symons

Teachers Log: Mr. Bartram SIO Summer 2004

ERESE Teachers Log - general guidance about the lesson
Lesson title	How do scientists get, use, and apply data?
Intent of the lesson - the blue lettering indicates that any other problem can be inserted into the Intent of the lesson	Objective - Students will be able to discriminate between relevant (useful data sets) and irrelevant (non usable data sets) to identify plate boundaries
Ed. standards - both National Science Standards and California Science Standards	National Science Standards Content Standard A - Science as Inquiry 1. Abilities necesssary to do sceintific inquiry 2. Identifying concepts that guide scientific investigations 3. Design and conduct scientific investigation Content Standarde D - Earth and Space 1. Geochemical cycles 2. Origin and Evolution of earth system Content Standard E - Science and Technology 1. Propose designs and choose between alternative solutions 2. Communicate the problem, process, and solution Content Standard G - History and Nature of Science 1. Science as a human endeavor 2. Nature of science knowledge California State Standards 1. Earth Science Processes - 3 Plate Tectonics - a,b, and f* - 7 Biochemical Cycles - d* - 9 California Geology d* 2. Investigation and Experimentation - Scientific Investigations - a, b, c, d, h, i, k, l,
Orientation - the following section (in salmon colored background) is transparent to students and is guidance to myself about the lesson	Introduce available tools and concepts so that students feel safe taking intellectual risks Review courtesy, Cooperation and Kindness Rules from class guidlelines Discuss that all interactions are of value and no one gets "put down" or "cut off" when involved.
Intent - What I think I am going to achieve	To identfy what the student knows and then to transition into what the student does not know about how to use research information - discussion and competition
Procedure - my plan	Level 3 instructional pedegogy: Review what they know based on some relevant personal experience If you are going out, how do you decide what to take? If you had to plan a Spring Break trip to Cabo San Lucas, how would you go about it? Relate Cabo to the process that scientists use in their work and world I will assist them in reading the instructions of the task Lead them from what we did in plate tectonics to where we are in this lesson as a way to see how scientists choose data
Evidence - how will I know I am on track?	I hope to see the following questions being asked and possibly answered during the initial discussion phase. 1. What is a plate boundary? 2. What is a data set? 3. What types of maps are these? 4. What do these maps show? What place?
Teacher - this is what I want the students to pick up.	3 How do scientists determine what information is available and then decide whether the information is useful or not?
Student - broadbased procedures students follow	2. Students will brainstrom how to gather data based on a review of selected maps and then decide how they might begin to discrimate between pieces of information by looking at various maps.
Fieldwork - what the students will do and guidance about my expectations	Give students experience to foster their intererst and ownership; provoke students to explore, observe and generate their own questions about the phenenomon. 1. The phenomenon are based on two sets of maps 2. There is a necessary "frustration factor" built into the sequence - be prepared for students to balk at not understanding what it is that they are doing - PATIENCE!
Intent	Guide students in focusing their observations of different maps
Procedure - what the exact sequence will be that duplicate the genenral intent of the written instructions	Student Worksheet - This is linked to my web page at my school I will hand out a paper that will provide instructions on how to conduct the experiment . I will have 8 sets of data, each set will have 2 distinct map pages with 2 maps per page for analysis. One is bathymetric another is magnetic (age) 1. Initially: Students will be allowed 10 minutes to examine each of the maps and respond to the questions from the instructions . This is just the begining of the instruction Each group must record group analysis of maps. and provide at least 4 observations per map. Anticipated Observations: Here are sample observations you MAY encounter. What scale is the map? What are we looking at? What do the colors mean? Does the topography of the ocean floor mean anything? Which plates are these? Where are the plate boundaries? What do scientists do with this data? Group: Report out on butcher paper 1. The observations MUST go on the butcher paper. 2. Have them put everything down and then the class can help descriminate! Students write common observations on own paper. Based on teacher grouping. Provocative Phenomena are: Bathymetric - Hawaii and Hawaiian Chain Bathymetry Bathymetric - Global Seafloor Ages Geomagnetic - Cantral America Maps Bathymetric - Juan de Fuca
Evidence	Questioning that demonstrates a shift in the ownership of the question FROM the me to the students.
Teacher	2; providing focus for observation and allowed for adaptation. I will ask the following types of questions, "How would you compare the two sets of maps?" What do the maps tell you about the question? Is it possible to find an answer to the quesion based on the map selection? What will you do if you find the map(s) DO NOT or CAN NOT support the answer to the question?
Student	4; Generates independent observations. Observations on butcher paper for eventual class discussion my the students.
Debriefing	Teacher honors all student observations, questions and hypotheses in order to identify and discuss their viability as a reserach topic.
Intent	Facilitates Learners in generating questions.
Procedure	MSWord Document: Student Worksheet Ask each student to share observations, record observations for all to see. Start with observations from each "group" and go around the room until no one has new observations or questions. Encourage questions that begin with "I wonder why..." or "I wonder what....". After the students have exhausted questions I will consolidate the group observations according to my desire to focus the attention of the lesson on selection of relevant and irrelevant data. Discuss researchable hypothesis and have them state whether each map could be used as a source for support of the research hypothesis. At this point be prepared to adjust the depth of the instruction based on the ability of the students to understand the focus of the lesson: Which map(s) are/can support the question?
Evidence	Probing questions
Teacher	1; Provides an opportunity to generate questions. Ask students to elaborate on observations - "What else did you notice?", "How does that relate to ____?"
Student	4; Generates a question. They will be able to connect their observations and questions to the underlying themes by answering and elaborating on my probing questions.
Experimental design	Design an investigation wherein students gather and analyze data that address the identified question SEE MSWORD INSTRUCTIONS
Data collection	Define approach for collecting data - this is written out on the butcher paper for all to see and compare
Intent	Assist each group in idenitfying major concepts necessary to answer their questions and as well as the procedure that will be used.
Procedure	Researchable Hypothesis: Which data provides support to the quesion? Possible Content Lessons: Map reading Contour analysis Discrepancy analysis Where to get data Where to store data
Evidence	Questioning
Teacher	2; Guides students to what evidence to collect and how to collect it. "What are you going after?", "What kinds of data do you need?", "Where will you get it?"
Student	3; Guided to collect specific data. They will be directed towards the digital library but left on their own to choose which objects will help to answer their question. They should be saying things like, "What do we need....?", "What facts or ideas address our topic?"

V1.01 2004-07-08