Information about Class Projects
|
Much of this course will focus on the development of Earth System Science curricular materials.
Jump to information about: NEW! Grading Criteria for Activity 1 and Activity 2
FOSS Deconstruction/Reconstruction In pairs, students will deconstruct and reconstruct one part of a FOSS investigation of their choosing. Class time will be available to work on this project, but work outside of class is also expected. Presentation: Each pair of students will have 15 minutes (including time for questions and discussion) to present their reconstructed activity, and the rationale for their reconstruction in class on Feb 15. The write-up for the reconstruction will be due one week later (Feb 22). Presentations are not considered a "final" product - students are expected to consider incorporating some of the peer-feedback obtained during these presentations in their final write-ups. (So allow time for discussion within your 15 minute slot!) Write-Up: The write-up for this reconstruction should include:
Your reconstruction should address the science concepts targeted by the original version of the FOSS activity. Please note that while your reconstruction should represent a significant change from the original form of the activity, you may opt to retain some of the original portions of the items listed above in your reconstruction - some of the above may therefore duplicate material that is already present in the FOSS Teacher Guide. Please format the write-up for your reconstruction to be as similar as possible to the organization and "look and feel" of the FOSS Teacher Guides.
Activities (Project 1 and Project 2) During the first part of the course, students will develop two of the following four types of activities (Project 1 and Project 2)
Students will develop these activities individually (i.e., not as part of a group), but with feedback from their peers. Write-Up: The write-up for each activity should include:
Please format the write-up for your activity to be as similar as possible to the organization and "look and feel" of the FOSS Teacher Guides.
Curriculum Units (CDCU and IDCU) Later in the course, students will develop more extensive curriculum units. Two of these will be completed, including:
The individually developed curriculum unit will serve as the final project for the course. Students must complete all class projects in order to receive a passing grade for the course. Scope of Each Unit: Each of these curriculum units should be similar in length and scope to a 3-4 part FOSS investigation. Each of the curriculum units should include a variety of activities that will be effective for a broad spectrum of students at the targeted grade level. The unit should be designed so that it can be successfully implemented in a range of "real-world" classroom situations. Parts of the investigation might include lab investigations, teacher demonstrations, classroom discussions, group work, field excursions to the school grounds, use of computer or web-based activities, etc. Write-Up: The write-up for each of these curriculum units should include:
Please format the write-up for your unit to be as similar as possible to the organization and "look and feel" of the FOSS Teacher Guides.
Additional General Information Summary Statements and Peer Feedback: For each project, students will turn in a summary statement, early in the conceptualization phase of the project. Approximately 1-2 weeks before individually crafted projects are due, at least part of a class period will be devoted to peer feedback. During these peer feedback sessions, each student will share their ideas about their project with a small group, which is then expected to offer constructive suggestions. Students will find these peer feedback sessions most helpful if their project is in a relatively advanced phase of development, but still amenable to incorporation of modifications. Presentations: Each CDCU and IDCU will be presented to the class after they complete. Each CDCU group will have 20 minutes on April 17th for their presentation (including time for questions and discussion). Each student will give a 15 minute presentation (including time for questions and discussion) on their IDCU during the last week of class (May 1 and 3). A strict time limit will be imposed for each presentation. Grading of Collaborative Assignments: Grades for the CDCU will consist of an individual grade, reflecting the quality of work produced by each student, and a group grade, reflecting the overall quality of the CDCU. Grades for individual students will be assigned by equally weighting these individual and group assessments. The instructor will provide an instrument for reporting the individual contributions of each member of the group. Additional information about the specific requirements for projects will be posted on this page during the semester.
Grading Criteria for Activity 1 and Activity 2 1. Science content, scaffolding, and assessment
2. Adaptability
3. Safety and other practical considerations
4. Quality of presentation
|
