Instructional Strategy #4 Middle Grade Science – April Kauffman

Your Name:  April Kauffman

Name of Strategy:  Reading Road Map

Source (Where did this come from?):

NMSA, Strategies for Integrating Reading and Writing in Middle and High School Classrooms by Wood and Harmon.  Chapter 10, “Helping Students Gain More Information from Textbooks”

Link to the Strategy:   http://www.middleweb.com/ReadWrkshp/JK34.html

Road Map example:   http://www.middleweb.com/ReadWrkshp/RWdownld/Roadmap.pdf

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source: 

One way to use questions during the reading of a selection is to develop study guides to accompany difficult chapters in textbooks. Study guides enable teachers to reduce the amount of print students must deal with at a given time by using questions interspersed throughout the text. These guides can be developed to help students vary their reading rate, monitor their comprehension, and focus on the most important information in the text.

While good readers subconsciously know when to skim over material that is not significant, less proficient readers tend to read all textual material at the same rate — either too laboriously or too quickly and carelessly. By the use of ‘road signs’ to depict reading speed, the Reading Road Map can help students learn to adjust their reading rates based on the different purposes for reading a particular passage.

Explain what part of the standard course of study is addressed by this activity.

Competency Goal 2

The learner will use and evaluate information from a variety or resources.

2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. recognizing the characteristics of informational materials. summarizing information. determining the importance and accuracy of information. making connections to related topics/information. drawing inferences and/or conclusions. generating questions. extending ideas.

Explain why you think this strategy will work. How does the strategy help your students learn? 

The Reading Road Map has three parts (before, during and after reading.    First we will ask a couple of questions to assess what the students know and introduce them to the topic.  The next step will follow a road map with stops at various key concepts in the text, indicated by page numbers.  There will be questions pertaining to these key concepts which will help the students recognize important facts in the text.  The responses to these questions need to be written down as part of the students’ assessments.  After completing the assigned reading, the students are directed to questions that sum up the important information in the text passage.

I think this will aid the students in discovering that there are key points to be learned in the texts.  They will gradually develop the skills to determine these points themselves.  This will be a helpful strategy at the beginning of the school year especially as the students are learning what they are expected to gain from their reading assignments.

Instructional Strategy #3 Middle Grade Science – April Kauffman

Your Name:  April Kauffman

Name of Strategy:  Inquiry Learning

Source (Where did this come from?):  Saskatoon Public Schools

Link to the Strategy:  http://olc.spsd.sk.ca/de/pd/instr/strats/inquiry/index.html

http://www.exploratorium.edu/ifi/resources/classroom/connect/marrero.html

Inquiry in the Middle School: Content Learning

by Julia Marrero from the March/April 2000 issue (vol. 13, Issue 4) of Connect,
a publication of Synergy Learning

 Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world.

Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems.

Divergent thinking is encouraged as students recognize that questions often have more than one “good” answer. Such thinking leads in many instances to elaboration of further questions. In this way students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses.

I plan on using this instructional strategy often to enhance the students’ learning during the assigned reading.  Students will be instructed to develop questions pertaining to their reading assignments.  These questions can be as simple as what they do not understand in the text or questions of interest that go beyond the text.  Many times we will use these questions to develop research assignments on the internet to dive deeper into our topic.

Explain what part of the standard course of study is addressed by this activity. 

This instructional strategy can be used for any unit of study in the 8^th grade Science curriculum as well as the following 8^th Grade Language Arts Objectives:

Competency Goal 2

The learner will use and evaluate information from a variety or resources.

2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. recognizing the characteristics of informational materials. summarizing information. determining the importance and accuracy of information. making connections to related topics/information. drawing inferences and/or conclusions. generating questions. extending ideas. 2.02 Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by: determining purpose, audience, and context. understanding the focus. recognizing and/or choosing a relevant topic. Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. researching and organizing information to achieve purpose. using notes and/or memory aids to structure information. supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources. noting and/or citing sources used. recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information.

Explain why you think this strategy will work. How does the strategy help your students learn? 

I think that students learn more when they actively ask questions.  They develop interest in the topic with the more knowledge they gain.  Encouraging them to inquire about what they are reading and then go a step further with additional research will definitely have a positive effect on their comprehension of the text and ultimately on their success.

Instructional Strategy #2 Middle Grade Science – April Kauffman

Your Name:  April Kauffman

Name of Strategy:  Experiential Learning, Experiment, Post-Reading Activity 

Source (Where did this come from?):  Guide to Science Experiments ( http://www.abcteach.com/ )

Link to the Strategy:  http://www.abcteach.com/free/s/science_scientificmethod_upperelem.pdf

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

This guide will be used as a post-reading activity relating to the Scientific Method.  Students will write up an experiment along with the students described in these activities.  Students then compare each step in the process with the vocabulary words to see how to use the scientific method to perform an experiment in a real-life situation. Students will go through each step and arrive at a conclusion, and then write a written report.

Explain what part of the standard course of study is addressed by this activity. 

8^th grade Science

COMPETENCY GOAL 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry.

Objectives

1.01 Identify and create questions and hypotheses that can be answered through scientific investigations.

1.02 Develop appropriate experimental procedures for:

• Given questions.
• Student generated questions.

1.03 Apply safety procedures in the laboratory and in field studies:

• Recognize potential hazards.
• Safely manipulate materials and equipment.
• Conduct appropriate procedures.

1.04 Analyze variables in scientific investigations:

• Identify dependent and independent.
• Use of a control.
• Manipulate.
• Describe relationships between.
• Define operationally.

1.05 Analyze evidence to:

• explain observations.
• make inferences and predictions.
• develop the relationship between evidence and explanation.

1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:

• Measurement.
• Analysis of data.
• Graphing.
• Prediction models.

1.07 Prepare models and/or computer simulations to:

• Test hypotheses.
• Evaluate how data fit.
• Make predictions.

1.08 Use oral and written language to:

• Communicate findings.
• Defend conclusions of scientific investigations.
• Describe strengths and weaknesses of claims, arguments, and/or data

1.09 Use technologies and information systems to:

• Research.  
• Gather and analyze data.
• Visualize data.
• Disseminate findings to others.

1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

• Scientific text.
• Articles.
• Events in the popular press.

Explain why you think this strategy will work. How does the strategy help your students learn? 

After completing the reading assigned in the text for scientific method, this guide will allow the students to conduct several additional experiments.  They will have the opportunity to practice writing a complete lab report using the appropriate vocabulary and procedures.

There are numerous experiments in this guide to be used as needed to reinforce the scientific method procedures.  I would begin with a whole class experiment.  We would conduct the experiment and use the smart board to write our appropriate lab report as a group.  The students would be asked guided questions based on their reading and the experiment as other students write the responses on the board.  We will discuss which ideas are appropriate and work together to get the best answers.  After completing this experiment as a class, the students, working in lab partner groups, will be assigned further experiments working with greater independence.

I think this guide is very useful.  Not only does it provide multiple step by step experiments to practice becoming familiar with the scientific method, but it also gives teachers several ideas on games to help keep students familiar with vocabulary terms used in the discussion of the scientific method.

Instructional Strategy #1 Middle Grade Science – April Kauffman

Your Name:  April Kauffman

Name of Strategy:  Cooperative Learning Activity

Source (Where did this come from?): 

• http://www.co-operation.org/

Cooperative Learning Center
60 Peik Hall
University of Minnesota
Minneapolis, MN 55455

• LEARN NC

Link to the Strategy:

http://www.co-operation.org/pages/cl.html  (strategy)

http://www.learnnc.org/lp/pages/4950  (activity)

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Cooperation is working together to accomplish shared goals. Within cooperative activities students seek outcomes that are beneficial to themselves and beneficial to all other group members.  Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.

Explain what part of the standard course of study is addressed by this activity. 

8^th Grade – Science

 COMPETENCY GOAL 6: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of cell theory.

Objectives

• 6.01 Describe cell theory:
  • Some organisms are single cell; other organisms, including humans, are multi-cellular
  • Cell function is similar in all living things.
• 6.02 Analyze structures, functions, and processes within animal cells for:
  • Capture and release of energy.
  • Feedback information.
  • Dispose of wastes.
  • Reproduction.
  • Movement.
  • Specialized needs.

Grades 9–12 — Biology

• Goal 2: The learner will develop an understanding of the physical, chemical and cellular basis of life.

   Objective 2.02: Investigate and describe the structure and functions of cells including:

• Cell organelles.
• Cell specialization.
• Communication among cells within an organism.

Explain why you think this strategy will work. How does the strategy help your students learn? 

This activity can be used to reinforce the reading comprehension of the text, in this case a chapter on the functions of organelles in cells.  In this lesson, students are given a set of odd objects that they must use to represent cell organelles in some way. Students creatively draw analogies between either the structure and/or function of an object with that of an organelle in order for the object to represent the organelle.  After each group has completed the assignment, the class will come together and share their information.  They will then have to complete a pop quiz involving the information shared with the whole class.

Pop quiz http://www.learnnc.org/lp/media/uploads/2009/01/odd_organelles_worksheet.pdf

I think this is an awesome way to reinforce the information learned from the text in a fun cooperative way.  The students will benefit from discussion and critical thinking, which will all help in reinforcing the text passage they were assigned earlier.  Then to finish the activity they have to answer questions pertaining to their group’s responses as well as the other groups in the class.

Materials #5 for Science Middle Grades – April Kauffman

Your name: April Kauffman

Name of Site:  YouTube/MyOtherProfessor.com

Link to Resources:

Cell Theory

Eukaryotes – Part 1

Eukaryotes – Part 2

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):

• The teaching topic will be 8^th grade NC SCOS Objectives 6.02 Analyze structures, functions, and processes within animal cells for:

1. Capture and release of energy.
2. Feedback information.
3. Dispose of wastes.
4. Reproduction.
5. Movement.
6. Specialized needs.

Give a brief description of how the materials would be used:  

• These video lectures can enhance the students’ learning.  Watching videos is a different dynamic then listening to the teacher lecture live in class or reading the text.  I would use these videos before requiring the students to read the textbooks.   If the students are familiar with the terms they will recall more of the information that they read.  I would follow-up with my own class lecture with activities and other pictures and diagrams.

Identify other material that you could use with this material to augment instruction, especially for EC students:

I think this video will be appropriate for all students.  The discussion questions after may have to be adjusted for difficulty for some students.

Materials #4 for Science Middle Grades – April Kauffman

Your name: April Kauffman

Name of Site:  American Association for the Advancement of Science (AAAS)

Link to Resources:

1.   http://www.project2061.org/publications/rsl/online/TRADEBKS/REVS/CELLS.HTM

Cells
By George S. Fichter

2.   http://catalog.durhamcountylibrary.org/ipac20/ipac.jsp?session=OE445W6094247.5571&profile=m&uri=link=3100006~!395385~!3100001~!3100002&aspect=subtab96&menu=search&ri=1&source=~!horizon&term=Cells+are+us+%2F&index=PALLTI#focus

Cells Are Us

By Frances R. Balkwill

 

3.   http://www.amazon.com/gp/product/0879695846/ref=s9_simz_gw_s0_p14_i1?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-2&pf_rd_r=0413TC7T4Y3CB2TVY5QG&pf_rd_t=101&pf_rd_p=470938631&pf_rd_i=507846

Enjoy Your Cells

by Frances R. Balkwill (Author), Mic Rolph (Author)

 

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):

• The teaching topic will be 8^th grade NC SCOS Objectives 6.01 Describe cell theory:

1. All living things are composed of cells.
2. Cells provide structure and carry on major functions to sustain life.
3. Some organisms are single cell; other organisms, including humans, are multi-cellular.

 

• 6.02 Analyze structures, functions, and processes within animal cells for:

1. Capture and release of energy.
2. Feedback information.
3. Dispose of wastes.
4. Reproduction.
5. Movement.
6. Specialized needs.

Give a brief description of how the materials would be used:  

• These books will be provided as additional resources to the class text.  These provide colorful illustrations and diagrams, as well as easy to read information.  Students will be offered the opportunity to read these books if they have completed their class work and have additional time.  They can also be used as sources for research on cells and cell theory.

Identify other material that you could use with this material to augment instruction, especially for EC students:

• Name of Site: Cellular Biology
• Link to Resources: http://library.thinkquest.org/12413/index.html
• Source (Author–if available):  Sandi Barkalow, Noreen Khalid, Robert Pongsajapan
• This website will actually provide more information than the books.  The students can read all about the structure of cells, organelles and their functions.  The descriptions are very easy to read and include pictures and sketches.  Students can work in pairs to fill out a worksheet about organelles and their functions.  This will allow the students with various abilities to help each other.

Materials #3 for Science Middle Grades – April Kauffman

Your name: April Kauffman

Name of Site: Cells Alive!

Link to Resources:

• http://www.cellsalive.com/

Source (Author–if available):

• JAMES A. SULLIVAN

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):

• This site contains detailed cell diagrams and 3-D models. The information is presented in an easy-to-understand manner. The site is easily navigated, with many links tying together related concepts. The diagrams of the plant and animal cells are especially useful. Students can see the similarities and differences while learning about the anatomy and physiology of the organelles. This site also contains quizzes and puzzles the students can use to practice what they learned throughout the site.  This is exactly the type of site that will engage the students without them realizing that they are learning.
• 8th grade Science Objective 6.02 Analyze structures, functions, and processes within animal cells for: capture and release of energy, feedback information, dispose of wastes, reproduction, movement, specialized needs.

 

Give a brief description of how the materials would be used:  

• I will sign the class up for the computer lab and we can “explore” this website.  I will use this activity to break up the lecture material.  At the end of the class I will set aside time for the students to share with each other anything they learned from the site that they hadn’t heard before and ask the students to show the whole class this information.
• I will also provide copies of the quizzes and puzzles available as study tools.  The students can work on them during their tour of the website and then complete them for a homework grade.

 

Identify other material that you could use with this material to augment instruction, especially for EC students:

• Another website that might be easier for diverse learners is http://www.biology4kids.com
• This website may be used in lieu of the other if students find it easier to manage.  They will still be responsible for sharing one thing they learned from the website.

 Explain why you would use this material with your students. How will the material help your students learn the topic?

• Students will be able to walk through this website at their own pace.  There will be additional information that will not be covered in class for those students who can work on their own.  Because this information will be provided on the computer and they can work independently, the students will enjoy the work more and have a greater chance of learning the material.