pauker learning strategies science implementation

Pauker Learning StrategiesScience Implementation

Jacob C. Greenwood, EdD

Using Graphics to Improve Comprehension

Asking Questions to Increase Understanding During Pre-learning

Charts, Graphs, and Pictures

• The teacher needs to train the students to answer four basic questions. – What is this drawing (picture, graph) about?– What is one very important idea in the drawing

(picture, graph)?– What are two details you observe in the drawing

(picture, graph)?– What is one question that I would like answered

about the topic?

• Each question is to be answered in one or two sentences. Questions one, two, and four are answered in the following manner. – The students hear the question.– The students study the graphic for one minute.– Graphic is removed from student view.– While building the question into their response, the

students record an answer within 30 seconds.– When completing prompt three, the students are

permitted to view the graphic.


Teacher will ask for volunteers to share their constructed answers.

Students can/should add/modify their responses from those

shared by classmates.


ImplementationRHS Science Department

Week of 2/1 – 2/5

PHYSICS


• Any object, wholly or partially immersed in a fluid, is buoyed up by a force equal to the weight of the fluid displaced by the object. ~ Archimedes

– Teacher blows into tube– Balloon inflates– Water in jar displaced by balloon filled with air and

jar rises


• Share student work

– David Waltimyer


• YouTube - Spinning top tricks#watch-main-area


http://www.youtube.com/watch?v=LmmisMSEWMQ&feature=related#watch-main-area



Angular momentum

Demonstrating that a spinning top will tend to stay vertical


• Share student work

– Patrick Hughes


BiologyThe Cell Cycle

- Dr. George Noyes

Biology

Cell Cycle DNA Packaging and Folding

Biology

• Onion cell mitosis– What is occurring in this

phase?– What is one very

important idea in this phase?

– What are two details in this phase?

– What is one question I skill have about this phase?

UPPER AIR COMPONENTS OF WEATHER(WILL THERE BE SCHOOL TOMORROW?)

Earth ScienceMeteorology

Earth Science

Earth ScienceJake,

Yesterday I used the first (current) map with the "Question Prompts"Then, I showed the Jet Stream (the second file) to answer all thequestions of where the storm is going....

Other maps not included here showed the water vapor loop of the storm(BIG!),Radar and forecast maps further concluded the lesson.

It was an awesome class!

Today: I put up a jet stream (included here) for 30 seconds. We hadjust covered the upper air component of weather on Tuesday.

I asked, everyone know where the storm will be heading based on this?(afterwards, a few maps explained the conclusion/forecasts they had).

Jeff LaSala

Analytical Notes

Increases comprehension and increases unaided recall of material

from readings

Analytical Notes

• Students record a sequence of analytical notes based on how the sections have been “chunked”

• For each chunk the students will record one row of notes

• Students follow prompts: What is, Why is this important, As a result

Earth Science

• Viewing a movie

Earth Science

• Typically, the teacher would ask the students to answer a series of questions as they watched the video, or after watching the video.

• For greater comprehension and construction of answers, the teacher can direct the students to use the three columns of analytical notes to formulate an answer

- Louis Hall

Earth Science

“Wrestling the Mississippi” Study Guide Questions

• 1. Why is the Mississippi River so vital to our nation's economic vitality?

• 2. People who live by and work on the Mississippi River have said that it is a river that is “alive.” What do they mean by this?

Earth Science

• Using the analytical notes approach, the teacher can prompt the students by asking them to make the three columns

• Pause the video at the appropriate time to allow them to complete the two right columns

Earth ScienceWHAT IS WHY IS IT IMPORTANT AS A RESULT

The Mississippi River flows north to south through the Midwest to the Gulf of Mexico

The Mississippi River is important because it is a major shipping route for moving goods through the middle of the country.

As a result, keeping the Mississippi River in good condition is important to our economy.

WHAT IS WHY IS IT IMPORTANT AS A RESULT

The Mississippi River Delta is an expansive delta at the mouth of the Mississippi.

The Mississippi River Delta is important because it is a major port for imported goods, as well as oil and gas from the Gulf of Mexico.

As a result, the shipping channels in the delta are important to our economy.

Earth Science

Students formulate an answer by combining the three columns into

a brief paragraph

Earth Science• The Mississippi River flows north to south through the

Midwest to the Gulf of Mexico. The Mississippi River is important because it is a major shipping route for moving goods through the middle of the country. As a result, keeping the Mississippi River in good condition is important to our economy. The Mississippi River Delta is an expansive delta at the mouth of the Mississippi. The Mississippi River Delta is important because it is a major port for imported goods, as well as oil and gas from the Gulf of Mexico. As a result, the shipping channels in the delta are important to our economy.

Earth Science

• Writing a lab report: Acid Rain

Earth Science

• Students sometimes have difficulty writing lab reports that clearly identify the required parts of a lab report

• Students will use analytical notes to identify these factors prior to designing and running their investigation

– Louis Hall

Earth ScienceWHAT IS….. WHY IS IT IMPORTANT AS A RESULT

PURPOSE The purpose of this experiment is to determine the effect of acid rain on various building materials

It is important because acid rain is a problem in the northeast. Acid rain can slowly deteriorate building materials

As a result, certain buildings and structures can be damaged by acid rain

HYPOTHESIS My hypothesis is that marble will be affected by the acid rain.

It is important because many buildings are built with marble

As a result, marble buildings and structures may be at risk from acid rain

INDEPENDENTVARIABLE

My independent variable is the different types of stone

It is important because buildings and structures are made with a variety of natural stone.

As a result, different types of stone may respond differently to acid rain

DEPENDENTVARIABLE

My dependent variable will be the mass of the materials after being subjected to acid rain

It is important because the acid rain may dissolve the building materials causing loss of mass

As a result, the lost mass can be determined for each material

CONSTANTS My constants will be the starting mass of each material, the time of soaking, and the strength of the acid.

It is important to keep these items constant so that only the different materials will affect the results.

As a result, I will be able to determine which material resists acid rain the best.

Earth Science

• During the investigation they record a second set of analytical notes.

Earth ScienceWHAT IS….. WHY IS IT IMPORTANT AS A RESULT

CONTROL The control of this experiment is to use water (no acid) with one or more material .

This control is important because rain itself may cause the deterioration without the presence of acid.

As a result, I can eliminate rain as the cause of deterioration.

CONSTANTS The constants of this investigation are the starting mass, the pH of the acid, the volume of acid, and the soaking time.

These constants are important because I need to make sure that only the different materials will affect the outcome.

As a result the only factor affecting the outcome is the type of material.

CRITICAL DATA The critical data collected is the final mass loss for each material.

The mass lost is important because it will show me which material deteriorated the most..

As a result, I can determine which material is affected the most by acid rain.

EXPECTED CONCLUSION The expected conclusion to this investigation is that one of the materials will lose the least mass, and one will lose the most mass.

Determining which materials lost the least and most mass is important because I can determine which materials will be least affected by acid rain.

As a result of determining which materials are affected least and most affected, I can make a recommendation for building materials in an acid rain environment.

Earth Science

• After running the investigation, students will use both sets of analytical notes to write their lab report in narrative form

Earth Science• My independent variable was the different types of stone. In

our lab we used granite, limestone, and marble. We chose these because they are common building materials that may respond to acid rain. My dependent variable is the final mass of the stone samples after soaking in acid rain for 30 minutes. This shows how much of the stone (if any) was lost due to the acid. My control was a sample of each stone that we soaked in plain water, in case water caused deterioration by itself. The starting mass, pH of the acid, volume of acid, and soaking time were the same for all samples. These constants eliminate all variables that can affect the outcome except the desired one – the type of stone.

AP Biology

Organizing “The Dirty Dozen”

AP Biology

• Each section of the 12 required labs is accompanied by an Analytical Notes coversheet

• Quick reference for teacher to ensure students understand concepts

• Organizes students thoughts and results from multistep labs

• Used for exam review in May

AP BiologyWHAT IS … WHY IS THIS IMPORTANT? AS A RESULT …

PURPOSE

HYPOTHESIS

INDEPENDENT VARIABLE

DEPENDENT VARIABLE

AP BiologyWHAT IS … WHY IS THIS IMPORTANT? AS A RESULT …

CONTROL

CONSTANTS

CRITICAL DATA COLLECTED DURING TRIAL

WHAT IS … WHY IS THIS IMPORTANT? AS A RESULT …

CONCLUSION

DATA SUPPORTING CONCLUSION

STATEMENT OF VALIDITY

CONNECTIONS TO BROADER CONCEPTS

AP Biology

BiologyGenetically Modified Food

Advantages• There are many advantages to genetically modified food. GM foods can be made

to be resistant to many diseases, weeds, pests and herbicides. They can even be made to be drought or flood tolerant. They can grow faster and have more nutrients than other crops while not going bad as quickly. They are also cheaper for farmers as you don’t need to use chemical sprays. These traits could be the solution to third world hunger. The crops in poorer countries wouldn’t be destroyed so easily after every drought or flood. They would be able to grow faster and there would be more of them as they are resistant to pests. The crops would also be healthier for people because iron and other minerals can be added to them, removing malnutrition problems.

• Another advantage is that in the future, foods could be modified to make edible vaccines, like bananas that protect us against Hepatitis B. Edible vaccines would make large scale immunizations against diseases easier, painless and more accessible. Instead of waiting in line for a doctor you could eat a tomato.

Dr. George Noyes


What was this paragraph about?

Why is it important? As a result…

Paragraph 1

Paragraph 2

Advantages

Biology

Genetically Modified Food


Disadvantages• Despite the many advantages to genetically modified foods there are also many disadvantages. First and

foremost is that genetically modified foods are new and it is impossible to know all the future effects it could have on human health and the environment. The risks and benefits of new technologies are only fully known after they have been in use for many years. An example is nuclear power, forty years ago it was thought that t could solve all the world’s problems with unlimited, cheap and safe energy. Only now do we know the full benefits and risks of nuclear power.

• Another disadvantage is the potential impact it could have to human health. The new genes that are put in food could be resistant to certain antibiotics; if we eat them the effectiveness of antibiotics could be reduced. New allergens could be accidentally created and known allergens could be transferred to other foods. For example, if a gene from peanuts was taken and put in a tomato, people allergic to peanuts could be allergic to that tomato. Most importantly, scientists can’t actually prove whether genetically modified foods are 100% safe because normal toxicology tests do not work for food.

• There are many environmental problems involving genetically modified foods. These are mainly about pollination of plants. If genetically modified plants pollinate non-genetically modified plants this could spread them into the wild, where they could compete with other plants. This would upset the balance of nature, as these plants could easily take over. Plants that are made resistant to chemical herbicides could pollinate with weeds. This would be disastrous because then new, stronger sprays would have to be developed to counter them. This would increase ground and water contamination, something genetically modified plants are supposed to prevent.


What was this paragraph about?

Why is it important? As a result…

Paragraph 1

Paragraph 2

Paragraph 3

Disadvantages


• Using your rows of analytical notes, produce a paragraph to defend your answer to the following question:


Two farmers plant different varieties of corn on neighboring farms. Farmer A plants genetically modified corn. Farmer B plants a non-modified variety of corn. What would be farmer B’s primary concern if she plans to gather seed for next year’s crop?

A. loss of genetic variability in the non-modified variety B. that mutation rates will increase in the non-modified varietyC. that insects will only pollinate the genetically modified corn D. unintended transfer of modified genes to her crop by cross-

pollination

The Organizer

Asking Questions to Increase Understanding During Pre-learning

The Organizer

• Series of three statements that reflect the key objectives of the lesson or sequence of lessons

• These sentences provide the students with the basic structure through which they can predict important facts, ideas, and concepts that are part of the learning

Physics

PhysicsSolar Cooker

• As a result of completing this lesson, students will be able to discuss energy transfer. Students will also be able to describe the relationship between energy transfer and heat. They should be able to relate heat and temperature change on the macroscopic level to particle motion on the microscopic level.

• They should be able to understand that temperature is related to the average kinetic energy of molecules of a substance.

• Students should also be able to infer the reason for variations in heat intensity related to different materials. They should be able to understand design factors that influence the effectiveness of capturing and using solar energy in a solar cooker.

- Peter Ustie

PhysicsSolar Cooker

• Statements– Energy must be either added to or removed from

a substance to change its temperature – Heat is the transfer of energy between different

objects at different temperatures– An object at a greater height has more

gravitational energy than it would have at a lower height.

– Sunlight is stored energy(potential energy).

Biology

pH

Honors Biology• pH - An acid is a substance which adds H+ to a solution. A

base is a substance which subtracts H+ from or adds OH– to a solution. A neutral solution has a pH of 7. If the pH of a solution is less than 7 (because [H+] is greater than 10–7) the solution is an acid, and if the pH is greater than 7 (because [H+] is less than 10–7) the solution is a base. Biological substances like lemon juice and vinegar are acids, and both of these have pH values around 3

• A buffer is a substance which minimizes the change in pH or [H+]. Different buffers work best at different pH ranges.

Honors Biology• Statements

– When salt dissolves in water bonds are broken.

– Common substances range in pH.

– Substances, such as buffers, can help minimize sudden changes in pH.

– Dr. George Noyes

Earth Science

Atmosphere

Earth Science

• Atmosphere– The focus of this lesson is to introduce students to

the basics of the atmosphere. This will act as a foundation to build upon.

– After covering the basics students will begin studying weather, meteorology, climate and storms.

- Michael Yagid

Earth Science• Objective 1: Describe the composition of Earths atmosphere.

• Statement 1: Earths atmosphere is composed of several gases. • Objective 2: Describe the physical structure of the atmosphere.

• Statement 2: The atmosphere consists of five layers.

• Objective 3: Describe how solar radiation interacts within Earths atmosphere.

• Statement 3: Solar radiation reaches the Earths surface and is absorbed then transferred.

Earth Science

Climate

Earth Science

• Climate– The students will have learned about air pressure, and

pressure systems. – This will give students a base to start building an

understanding of global climate– At the end of this lesson students will be able to

describe how the Earths climate has changed overtime, and the role that humans are playing in current global climate change

– Michael Yagid

Earth Science • Objective 1: Describe the definition of climate and the major factors that cause climate

regions including latitude and elevation.

• Statement 1: Climate is affected by several major factors including latitude and elevation.

• Objective 2: Describe the classification of various climate regions including; tropical, dry, mild, continental, and polar.

• Statement 2: Climate regions are divided into five major divisions.

• Objective 3: Explain that global climates and climate regions change overtime, and humans are currently having a major affect on climate changes.

• Statement 3: Earths climate and climate regions change overtime due to natural and human causes.

pauker learning strategies science implementation

Documents

question promptsthen

important idea

pictures charts

vertical charts

students canshould

prelearning charts

drawing picture

student view