ECGen: Exercise 3- Science
Directions Introduction In this exercise, you will use your knowledge of a scientific concept as it relates to the "big ideas" in science and their application of this concept to the process of scientific inquiry. You will be asked to plan an inquiry activity that would further scientific understanding, to plan an appropriate instructional strategy that fosters student learning. Criteria for Scoring To satisfy the highest level of the scoring rubric, your responses must provide clear, consistent, and convincing evidence of the following: Explanation of the scientific concept in relation to the “big idea” is detailed and thorough. - Description of the planning of the inquiry activity to further student understanding of the scientific concept is in-depth and tightly connected. - Inclusion of the learning goal, student and teacher activity, and the tools, technology, and/or materials is informed and substantive. - Rationale for the choice of tools, technology, and/or materials is effective and strong. Stimulus A second grader asks, “Why do polar bears have white fur?” You, as the teacher, plan to address the question within an entire unit.
Prompts 1) What scientific concepts are addressed in this question? 2) How would you plan a unit that encompasses the answer to the question? What other animals might you include and how? 3) State a learning goal for an activity. Identify two resources you would use and why you would use them. 4) How would you include math skills with this science unit?
Created by
Patrick Ledesma
, 2007