Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
CONTENT REPRESENTATION (CoRe) FORM FOR STORE PROJECT TEACHERS (Add additional columns as needed) Teacher name: Lisa Catterall Name of the class: STORE (half-credit, honors science elective) Name of lesson (could be over multiple days): Greenhouse Worlds Description of the students in the class (achievement level, language, prior course work, typical level of engagement, etc): Entire 10th Grade Class. Includes all achievement levels. Most students are very engaged learners. Some students have diagnosed learning differences. A Water condenses then falls back to earth B Thickness of the atmosphere effects heat. C Re-enforce skills around data management and graphing What you intend the students to learn about this idea or be able to do with it: Make a visual image to connectto lesson on dew point Kinesthetic understanding of how the atmosphere traps heat Why it is important for students to know this (for example, in the schema of the broad course’s standards/ objectives or in terms of bigger educational/civic/social goals): Anticipated student misconceptions and difficulties understanding this: Understand their place in the physical world Understand why scientists and citizens are concerned about the atmosphere thickening Understand that visual representations come from columns of real, measured numbers Hold a concept of how numbers and graphs connect to actual physical events This is review—the water cycle should be repeated Imaging the atmosphere as matter rather than emptiness Big idea: Some students are averse to numbers and graphs D Using EXCEL to graph and visualize differences in data sets Use this skill in other classes, labs, and reports Important tool for laboratory science in college and beyond Navigation around the Excel chartmaking functions E Lab modeling can connect to realworld phenomena Understand how scientists use models in the lab to examine real life Greater basis for analysis of experiments that use models to make predictions Doubt that models have relevance F Albedo effect Comprehend the possible effect of melting large areas of white ice Making good choices about the importance of the earths’ surface This is a new concept for most students Teaching procedures (and reasons why): Formative assessment: Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses): almost yearly Lecture, visual aids, and mostly the actual viewing of this phenomenon in their lab model Written test at end of unit (short answer explanation of water cycle) Laboratory, data analysis assignment, short explanation with visual aids at beginning Hands-on problem solving within the lab, students are asked to produce graphs Written and verbal instructions, demonstrate on projector so that it is clear Written test (short answer); students are asked to explain the greenhouse effect Grading the actual graphs they produce and hand-in with the lab Grading the actual graphs they produce and hand-in with the lab Wrap-up discussion, connecting observations in the lab to the STORE data to show the relevance of the lab model Observation during wrap-up discussion Having students compare a world that is entirely white with one that is black. Short lecture with visual aids Written test at end of unit (short answer explanation of water cycle)