micro organisms fasmedmicrosites.ncl.ac.uk/fasmedtoolkit/files/2016/08/... · excel and socrative...
TRANSCRIPT
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
Microorganisms FaSMEd
2
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:
Microorganisms FaSMEd
3
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
Microorganisms FaSMEd
4
Figure2:Equipmentanddifferentmethodsofpreventingspreading:elbow,handandpapertowel(Aboveandleft).Measuringdistance(Belowright).
Lessonplan:
Thelessoncanbedividedintothreeparts;anintroductorypartwhichmainlyconcernedwhatmicroorganismsare,anexperimentalpartwherestudentscarryouttheirexperimentsandmakegraphplotsonlargepapersheets,andafinalpartwhereresultsarecollectedandbrieflypresented.Towardstheendofthelesson,thestudentsareaskedtoanswersomequestionsontheSocrativestudentfeedbacksystem.AfullpresentationanddiscussionoftheresultsfromtheSocrativecanbedonethedayafter.
Starter:
Thestudentsareshownaletteraddressedtothemfromaboywhohasacoldandisworriedaboutpassingitontohisgrandma.Heasksthemifthereisanythinghecandopreventhiscoldspreading.
Figure3:Thestarter-“LetterfromBob”,askingforhelpfromthestudents
Microorganisms FaSMEd
5
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.
Microorganisms FaSMEd
6
Figure5:Illustrationoftheexperimentlayout
Figure5:Exampleofstudentsdatapresentedinapremadetabletemplate
Datahandlingandprocessing
Thetaskistoputtherecordmeasurementsintoatable.Studentsworkingroups,andareaskedtoturntheinformationinthetableintoabargraphtoshowwhichsneezetravelledthefurthest.
Figure6:Templateformakingabargraph(left)andanexampleofstudentresults(right)
Microorganisms FaSMEd
7
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.
Microorganisms FaSMEd
8
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