Download - Micro organisms FaSMEdmicrosites.ncl.ac.uk/fasmedtoolkit/files/2016/08/... · Excel and Socrative were found to be convenient and effective as means for presenting (and recording)

Microorganisms FaSMEd

Subject: ScienceAgeofstudents: 10-13yearsHardware: Whiteboard/Smartboard,PCs,Tablets(Ipads),

Projector,Internet,MiniWhiteboardsSoftware: Smartboardsoftware–SMARTNotebook,

Socrative–Interactiveclickerssystem(studentresponsesystem),spreadsheet(Excel)

Functionalities: Displayandshare,feedbacktotheteacherandclassviaICTbasedstudentresponsesystems

Time: 90min(theexperimentalpartortheteaching)FaSMEdpartner: NorwegianUniversityofScienceandTechnologyShortAbstract:Thesubjectoftheselessonsisscience;thethemeof

thelessonsis“microorganisms”andhowtopreventthespreadingoftheseorganisms.

TechnologytobeusedisSmartboard,andthisiscombinedwithlargepapersheetsforplotting,analogueminiwhiteboardsforfeedback,andspreadsheet(Excel)orlargepapersheetsfordatahandlingandprocessing.

Astudentresponsesystem(SocrativeorKahoot)isusedforquestioning.

FaSMEdRaisingAchievementthroughFormativeAssessmentinScienceandMathematicsEducation


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1. ContentThelessonisabout“microorganisms”andhowtopreventthespreadingoftheseorganisms.Thedescribedsessionisaboutthespreadofmicroorganismsthroughtheair.Whatdoesitmeanto‘catchacold’,or‘givesomeonetheflu’?Canweexplorehowfarasneezeisspreadandifthereisawaywecanpreventitspreading?

2. Activity2.1 AimsLearningoutcomes:

Contentknowledge:

• Understandcentralscientificconseptsaboutmicro-organisms

• Knowthatmicro-organismscanbespreadthroughair

• Understandthatstepscanbetakentopreventthespreadofmicro-organisms

• Understandmathemeticalconceptsaboutdatameasurmentsandgraphpresentations

Process:

• Studentswilllearntocollectdata

• Studentswilllearntoprocessdataandproducegraphicalpresentations

Skills:

• Getscientificinquiryskills

• Makeaccuratemeasurementsandrecordresultsinabargraph

• Collabaroateandworktogetherwithotherstudents

Theaimofthislessonistopromotestudents’knowledgeaboutspreadingofmicroorganisms,andbyusinganinquiryapproachstudentsissupposedtofindthebestwaytopreventspreadingofthemicroorganismsandpresenttheirresultsmathematicallyinagraph.

Atthebeginning,theaimistoestablishthestudents’pre-knowledgeontheconceptsofmicroorganismsandrelateddiseasesbeforethelessonmovesfurthertowardsinvestigation.Examplesofteacherquestionsthatcouldbeaskedis:“Whatarethethreetypesofmicroorganisms?”,“Whatconditionsdomicroorganismsliketolivein?”,“Howcanvirusesspread?”

Bythemomentthestudentsstartstheexperiment,theyhavegotanunderstandingondifferenttypesofmicroorganismsandhowtheycancreatediseases.Inaddition,theywillhavesomeideasonhowtopreventspreading,likeshownonfigure1below:


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Figure1:Examplesofstudents’ideasonhowtopreventspreading;writtenonminiwhiteboard.

2.2 Structure/MethodologyThislessoncouldbeapartofa4weekperiodaboutmicro-organisms,aboutusefulandharmlessorganismsandwhattheyneedtolive.Herebyknowledgeaboutfoodhygieneandhowtokeepakitchencleanandsafeisneeded.Analternativeapproachisthreelessonsofapprox.90minutes,onetoestablishknowledgeandpreparefortheexperimentalsecondpart,thesecondpartisthepracticalpartdescribedindetailhere,andthelastpartwillconcentrateonin-depthlearningbasedontheresultsfromtheexperimentalpart.

Timeneeded:Approx.90min.

Materialsneeded:

Hardware:

Whiteboard/Smartboard,PCs,Tablets(Ipads),ProjectorInternet

Software:

Smartboardsoftware–SMARTNotebook,Socrative–Interactiveclickerssystem(studentresponsesystem)Spreadsheet(Excel)

Otherresources:

MinianaloguewhiteboardsSpraybottlesPapertowels/paperrollRulersandtapemeasuresLargegraphpaperFoodcolouring


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Figure2:Equipmentanddifferentmethodsofpreventingspreading:elbow,handandpapertowel(Aboveandleft).Measuringdistance(Belowright).

Lessonplan:

Thelessoncanbedividedintothreeparts;anintroductorypartwhichmainlyconcernedwhatmicroorganismsare,anexperimentalpartwherestudentscarryouttheirexperimentsandmakegraphplotsonlargepapersheets,andafinalpartwhereresultsarecollectedandbrieflypresented.Towardstheendofthelesson,thestudentsareaskedtoanswersomequestionsontheSocrativestudentfeedbacksystem.AfullpresentationanddiscussionoftheresultsfromtheSocrativecanbedonethedayafter.

Starter:

Thestudentsareshownaletteraddressedtothemfromaboywhohasacoldandisworriedaboutpassingitontohisgrandma.Heasksthemifthereisanythinghecandopreventhiscoldspreading.

Figure3:Thestarter-“LetterfromBob”,askingforhelpfromthestudents


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Analternativeapproachcouldbetoasktheheadmastertosendalettertotheclassandaskforthestudents’advicetoreducetheteachers’sickleavebecauseofcolds.Includedinthisassignmentcouldbeaquestionfromtheheadmastertothestudentsiftheycouldbehelpfultotestdifferentmethodstoreducethespreadofcoldmicroorganismsamongthestaff.

Classdiscussion(useconcepts):

Classdiscussionaboutwhatitmeanstocatchacold.Peoplesay‘hegavemetheflu’–whatdotheymean?Whatkindofthingsdowealreadydotohelpstopgermsspreading?

Exampleofvideotodemonstratehowsneezescanspreadviruses:https://www.youtube.com/watch?v=NVXukm1lNOs

Hypothesis

Whatdowethinkisthemosteffectivewaytostopasneezetravelling?

Post-itnotehypothesisontheboard.

Figure4:exampleofstudents’post-ithypothesis

Questionstoelaboratestudents’understanding

Suggestionsfor4questionstoassesschildren’sunderstanding:

• What’sthebestwaytopreventasneezetravelling?

• Whydowecoughandsneeze?

• WhatkindofMOstravelinasneeze?

• Howfastdoyouthinkasneezecantravel?

Thequestionscouldbeuseasinitialsandforfurtherunderstandinglater,andtheycanbeansweredonanaloguewhiteboardsorthroughstudentresponsesystems(SRS)asKahootorSocrative

Experiments

Studentsinwork-groups-setanexperimenttofindoutwhatisthemosteffectivewaytostopasneezespreading:Layoutarollofpaperanduseaspraybottlefilledwithcolouredwatertosimulateasneeze.Measurehowfarthe‘sneeze’travelsbyitself,usinganopenhand,anelbowandusingatissue.


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Figure5:Illustrationoftheexperimentlayout

Figure5:Exampleofstudentsdatapresentedinapremadetabletemplate

Datahandlingandprocessing

Thetaskistoputtherecordmeasurementsintoatable.Studentsworkingroups,andareaskedtoturntheinformationinthetableintoabargraphtoshowwhichsneezetravelledthefurthest.

Figure6:Templateformakingabargraph(left)andanexampleofstudentresults(right)


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Conclusions

Asafinaltaskthestudents,asindividuals,backtotheboytoexplainwhatisthebestthinghecoulddotohelpstophisGrandmacatchingacoldandwhytheyaresureaboutit.

2.3 TechnologyThetechnologyneededforthislessonismixofanaloguetechnologyassmallpersonalwhiteboardsandlargepapers,bothforwritingwithmarkerpens;anddigitaltechnologyaswhiteboards,computerswithseveralsoftwareasspreadsheet(Excel)andstudentresponsesystem(Socrative),andSmartboardnotebooksoftware.

KahootorSocrativefeedbacksystemcanbeusedaspartoftheformativeassessment.ThestudentsthenhavetoaccessInternet,astheyarebothwebbasedprogram.

Whichdigitaltoolstousecouldbeadjustedaccordingtotheactualclasssituation:thepre-workcanbedonebyanaloguepost-itstickersordigitalwhiteboards,thedatahandlingcanbedoneonpaperorbyspreadsheetslikeExcel,andtheclassdiscussioncanbesupportedbyanalogueblackboard/whiteboardsorstudentresponsesystemslikeSocrativeandKahoot.2.4 AspectsofFormativeAssessmentTheformativeassessmentissupposedtobedonethroughoutthelessons,startingfromquestioningatthebeginning,usingi.e.miniwhiteboardtoestablishthestudents’knowledge.Theuseofminiwhiteboard(analogue),post-itstickersordigitalwhiteboardtoolallowstheteachertogetaquickglanceoftheanswers.Yellowpost-itstickerscouldalsobeusefultoseewhatstudentswerethinkingintermsofthedifferenthypotheses.

Throughtheexperimentitisimportanttocontinuallyrundialogwithstudentstofindoutwherestudentsdidwell,orwhentheyneededsomehelp.Thisisimportantwhetheritistheexperimentalpartwiththespray-bottlesorthedatahandlingandgraphconstruction.

RecordingontheSmartboard,studentpresentations,classroomdiscussionsandtheuseofstudentresponsesystemsasKahootorSocrativeareallconsideredasimportantpartsofaformativeassessment.Whetherthehypothesesmatchtheresultsornotdoesn’tmatter.Gooddiscussionsabout“why”aremoreimportant.

Besides,itisimportantthattheteacherencouragepeer-to-peercommunication,e.g.byaskingstudentstocommentoneachother’sanswer:

“Whatdoyouthink?”

“Doyouagreewith..?”

“Whichstatementsdoyouagreemost?Orleast?”

Students’self-assessmentisalsoimportant,andongoingactivitiesintheclassroomcouldbesupportedbye.g.akindof“trafficlightsystem”wherethestudentsusecolours,rediftheydon’tfeelthey’vegotit,orangeiftheythinktheyunderstandit,andgreeniftheythinktheycandoit.

Anyway,itisimportanttopersonalizetheuseoftechnology,toadjusttheusetotheavailabletechnology,totheactualschool‘stechnologysupport,andtotheindividualteacher‘stechnologyknowledgeandskill.


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3. FurtherInformationThislesson,inclusivetemplatesfordatacollectionanddataprocessing,isdevelopedwiththeideasfromtheUKinternetsite:

http://www.e-bug.eu/junior_pack.aspx?cc=eng&ss=2&t=Respiratory.

Throughthelessonitispossibletogivespecialattentiontodifferentaspectsofformativeassessment,bothdigitalandnon-digital,andtheyarefoundtobeusefulinmakingstudents’thinkingvisibletoteachers.Thedigitalones,suchasinteractivewhiteboards(SmartBoard),ExcelandSocrativewerefoundtobeconvenientandeffectiveasmeansforpresenting(andrecording)theresultsofstudents’workoranswertoquestions.Therewereconcernshowever,aboutthedependenceontheInternetaccessandstabilityinusingstudentresponsesystemsuchasSocrativeorKahoot.

4. ReferencesBell,B.,&Cowie,B.(2001).Thecharacteristicsofformativeassessmentinscience

education.ScienceEducation,85(5),536-533.

Black,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.Assessmentineducation,5(1),7-74.

Livingstone,S.(2012).CriticalreflectionsonthebenefitsofICTineducation.OxfordReviewofEducation,38(1),9-24.

Scott,P.,Ametller,J.,.Mercer,N.,KleineStaarman,J.&Dawes,L.(2007).Aninvestigationofdialogicteachinginscienceclassroom.PaperpresentedatNARST:NewOrleans,April2007.

Scott,P.,Mortimer,E.,&Ametller,J.(2011).Pedagogicallink-making:afundamentalaspectofteachingandlearningscientificconceptualknowledge.StudiesinScienceEducation,47(1),3-36.

Smartboard.https://education.smarttech.com

Socrative.http://www.socrative.com

Templatesandideas:http://www.e-bug.eu/junior_pack.aspx?cc=eng&ss=2&t=Respiratory

Download - Micro organisms FaSMEdmicrosites.ncl.ac.uk/fasmedtoolkit/files/2016/08/... · Excel and Socrative were found to be convenient and effective as means for presenting (and recording)

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