MCGEN 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: Accurate identification of science concepts or principles related to the given realworld phenomenon. -A thorough and detailed explanation of how a stated concept or principle applies to the given phenomenon. -A thorough and detailed description of a developmentally appropriate and worthwhile learning experience (including use of materials) that is related to the identified concept or principle. -Substantive, thorough, sound, and developmentally appropriate rationale for the use of the learning experience to assist in addressing the student’s question. Stimulus A fourth grader asks, “Why do leaves change color?” 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? 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