Micro organisms FaSMEdmicrosites.ncl.ac.uk/fasmedtoolkit/files/2016/08/... · Excel and Socrative...
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Micro organisms FaSMEd Subject: Science Age of students: 10-13 years Hardware: Whiteboard/Smartboard, PCs, Tablets (Ipads), Projector, Internet, Mini Whiteboards Software: Smartboard software–SMART Notebook, Socrative – Interactive clickers system (student response system), spreadsheet (Excel) Functionalities: Display and share, feedback to the teacher and class via ICT based student response systems Time: 90 min (the experimental part or the teaching) FaSMEd partner: Norwegian University of Science and Technology Short Abstract: The subject of these lessons is science; the theme of the lessons is “microorganisms” and how to prevent the spreading of these organisms. Technology to be used is Smartboard, and this is combined with large paper sheets for plotting, analogue mini whiteboards for feedback, and spreadsheet (Excel) or large paper sheets for data handling and processing. A student response system (Socrative or Kahoot) is used for questioning. FaSMEd Raising Achievement through Formative Assessment in Science and Mathematics Education
Transcript of Micro organisms FaSMEdmicrosites.ncl.ac.uk/fasmedtoolkit/files/2016/08/... · Excel and Socrative...
Microorganisms FaSMEd
Subject: ScienceAgeofstudents: 10-13yearsHardware: Whiteboard/Smartboard,PCs,Tablets(Ipads),
Projector,Internet,MiniWhiteboardsSoftware: Smartboardsoftware–SMARTNotebook,
Socrative–Interactiveclickerssystem(studentresponsesystem),spreadsheet(Excel)
Functionalities: Displayandshare,feedbacktotheteacherandclassviaICTbasedstudentresponsesystems
Time: 90min(theexperimentalpartortheteaching)FaSMEdpartner: NorwegianUniversityofScienceandTechnologyShortAbstract:Thesubjectoftheselessonsisscience;thethemeof
thelessonsis“microorganisms”andhowtopreventthespreadingoftheseorganisms.
TechnologytobeusedisSmartboard,andthisiscombinedwithlargepapersheetsforplotting,analogueminiwhiteboardsforfeedback,andspreadsheet(Excel)orlargepapersheetsfordatahandlingandprocessing.
Astudentresponsesystem(SocrativeorKahoot)isusedforquestioning.
FaSMEdRaisingAchievementthroughFormativeAssessmentinScienceandMathematicsEducation
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1. ContentThelessonisabout“microorganisms”andhowtopreventthespreadingoftheseorganisms.Thedescribedsessionisaboutthespreadofmicroorganismsthroughtheair.Whatdoesitmeanto‘catchacold’,or‘givesomeonetheflu’?Canweexplorehowfarasneezeisspreadandifthereisawaywecanpreventitspreading?
2. Activity2.1 AimsLearningoutcomes:
Contentknowledge:
• Understandcentralscientificconseptsaboutmicro-organisms
• Knowthatmicro-organismscanbespreadthroughair
• Understandthatstepscanbetakentopreventthespreadofmicro-organisms
• Understandmathemeticalconceptsaboutdatameasurmentsandgraphpresentations
Process:
• Studentswilllearntocollectdata
• Studentswilllearntoprocessdataandproducegraphicalpresentations
Skills:
• Getscientificinquiryskills
• Makeaccuratemeasurementsandrecordresultsinabargraph
• Collabaroateandworktogetherwithotherstudents
Theaimofthislessonistopromotestudents’knowledgeaboutspreadingofmicroorganisms,andbyusinganinquiryapproachstudentsissupposedtofindthebestwaytopreventspreadingofthemicroorganismsandpresenttheirresultsmathematicallyinagraph.
Atthebeginning,theaimistoestablishthestudents’pre-knowledgeontheconceptsofmicroorganismsandrelateddiseasesbeforethelessonmovesfurthertowardsinvestigation.Examplesofteacherquestionsthatcouldbeaskedis:“Whatarethethreetypesofmicroorganisms?”,“Whatconditionsdomicroorganismsliketolivein?”,“Howcanvirusesspread?”
Bythemomentthestudentsstartstheexperiment,theyhavegotanunderstandingondifferenttypesofmicroorganismsandhowtheycancreatediseases.Inaddition,theywillhavesomeideasonhowtopreventspreading,likeshownonfigure1below:
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Figure1:Examplesofstudents’ideasonhowtopreventspreading;writtenonminiwhiteboard.
2.2 Structure/MethodologyThislessoncouldbeapartofa4weekperiodaboutmicro-organisms,aboutusefulandharmlessorganismsandwhattheyneedtolive.Herebyknowledgeaboutfoodhygieneandhowtokeepakitchencleanandsafeisneeded.Analternativeapproachisthreelessonsofapprox.90minutes,onetoestablishknowledgeandpreparefortheexperimentalsecondpart,thesecondpartisthepracticalpartdescribedindetailhere,andthelastpartwillconcentrateonin-depthlearningbasedontheresultsfromtheexperimentalpart.
Timeneeded:Approx.90min.
Materialsneeded:
Hardware:
Whiteboard/Smartboard,PCs,Tablets(Ipads),ProjectorInternet
Software:
Smartboardsoftware–SMARTNotebook,Socrative–Interactiveclickerssystem(studentresponsesystem)Spreadsheet(Excel)
Otherresources:
MinianaloguewhiteboardsSpraybottlesPapertowels/paperrollRulersandtapemeasuresLargegraphpaperFoodcolouring
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Figure2:Equipmentanddifferentmethodsofpreventingspreading:elbow,handandpapertowel(Aboveandleft).Measuringdistance(Belowright).
Lessonplan:
Thelessoncanbedividedintothreeparts;anintroductorypartwhichmainlyconcernedwhatmicroorganismsare,anexperimentalpartwherestudentscarryouttheirexperimentsandmakegraphplotsonlargepapersheets,andafinalpartwhereresultsarecollectedandbrieflypresented.Towardstheendofthelesson,thestudentsareaskedtoanswersomequestionsontheSocrativestudentfeedbacksystem.AfullpresentationanddiscussionoftheresultsfromtheSocrativecanbedonethedayafter.
Starter:
Thestudentsareshownaletteraddressedtothemfromaboywhohasacoldandisworriedaboutpassingitontohisgrandma.Heasksthemifthereisanythinghecandopreventhiscoldspreading.
Figure3:Thestarter-“LetterfromBob”,askingforhelpfromthestudents
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Analternativeapproachcouldbetoasktheheadmastertosendalettertotheclassandaskforthestudents’advicetoreducetheteachers’sickleavebecauseofcolds.Includedinthisassignmentcouldbeaquestionfromtheheadmastertothestudentsiftheycouldbehelpfultotestdifferentmethodstoreducethespreadofcoldmicroorganismsamongthestaff.
Classdiscussion(useconcepts):
Classdiscussionaboutwhatitmeanstocatchacold.Peoplesay‘hegavemetheflu’–whatdotheymean?Whatkindofthingsdowealreadydotohelpstopgermsspreading?
Exampleofvideotodemonstratehowsneezescanspreadviruses:https://www.youtube.com/watch?v=NVXukm1lNOs
Hypothesis
Whatdowethinkisthemosteffectivewaytostopasneezetravelling?
Post-itnotehypothesisontheboard.
Figure4:exampleofstudents’post-ithypothesis
Questionstoelaboratestudents’understanding
Suggestionsfor4questionstoassesschildren’sunderstanding:
• What’sthebestwaytopreventasneezetravelling?
• Whydowecoughandsneeze?
• WhatkindofMOstravelinasneeze?
• Howfastdoyouthinkasneezecantravel?
Thequestionscouldbeuseasinitialsandforfurtherunderstandinglater,andtheycanbeansweredonanaloguewhiteboardsorthroughstudentresponsesystems(SRS)asKahootorSocrative
Experiments
Studentsinwork-groups-setanexperimenttofindoutwhatisthemosteffectivewaytostopasneezespreading:Layoutarollofpaperanduseaspraybottlefilledwithcolouredwatertosimulateasneeze.Measurehowfarthe‘sneeze’travelsbyitself,usinganopenhand,anelbowandusingatissue.
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Figure5:Illustrationoftheexperimentlayout
Figure5:Exampleofstudentsdatapresentedinapremadetabletemplate
Datahandlingandprocessing
Thetaskistoputtherecordmeasurementsintoatable.Studentsworkingroups,andareaskedtoturntheinformationinthetableintoabargraphtoshowwhichsneezetravelledthefurthest.
Figure6:Templateformakingabargraph(left)andanexampleofstudentresults(right)
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Conclusions
Asafinaltaskthestudents,asindividuals,backtotheboytoexplainwhatisthebestthinghecoulddotohelpstophisGrandmacatchingacoldandwhytheyaresureaboutit.
2.3 TechnologyThetechnologyneededforthislessonismixofanaloguetechnologyassmallpersonalwhiteboardsandlargepapers,bothforwritingwithmarkerpens;anddigitaltechnologyaswhiteboards,computerswithseveralsoftwareasspreadsheet(Excel)andstudentresponsesystem(Socrative),andSmartboardnotebooksoftware.
KahootorSocrativefeedbacksystemcanbeusedaspartoftheformativeassessment.ThestudentsthenhavetoaccessInternet,astheyarebothwebbasedprogram.
Whichdigitaltoolstousecouldbeadjustedaccordingtotheactualclasssituation:thepre-workcanbedonebyanaloguepost-itstickersordigitalwhiteboards,thedatahandlingcanbedoneonpaperorbyspreadsheetslikeExcel,andtheclassdiscussioncanbesupportedbyanalogueblackboard/whiteboardsorstudentresponsesystemslikeSocrativeandKahoot.2.4 AspectsofFormativeAssessmentTheformativeassessmentissupposedtobedonethroughoutthelessons,startingfromquestioningatthebeginning,usingi.e.miniwhiteboardtoestablishthestudents’knowledge.Theuseofminiwhiteboard(analogue),post-itstickersordigitalwhiteboardtoolallowstheteachertogetaquickglanceoftheanswers.Yellowpost-itstickerscouldalsobeusefultoseewhatstudentswerethinkingintermsofthedifferenthypotheses.
Throughtheexperimentitisimportanttocontinuallyrundialogwithstudentstofindoutwherestudentsdidwell,orwhentheyneededsomehelp.Thisisimportantwhetheritistheexperimentalpartwiththespray-bottlesorthedatahandlingandgraphconstruction.
RecordingontheSmartboard,studentpresentations,classroomdiscussionsandtheuseofstudentresponsesystemsasKahootorSocrativeareallconsideredasimportantpartsofaformativeassessment.Whetherthehypothesesmatchtheresultsornotdoesn’tmatter.Gooddiscussionsabout“why”aremoreimportant.
Besides,itisimportantthattheteacherencouragepeer-to-peercommunication,e.g.byaskingstudentstocommentoneachother’sanswer:
“Whatdoyouthink?”
“Doyouagreewith..?”
“Whichstatementsdoyouagreemost?Orleast?”
Students’self-assessmentisalsoimportant,andongoingactivitiesintheclassroomcouldbesupportedbye.g.akindof“trafficlightsystem”wherethestudentsusecolours,rediftheydon’tfeelthey’vegotit,orangeiftheythinktheyunderstandit,andgreeniftheythinktheycandoit.
Anyway,itisimportanttopersonalizetheuseoftechnology,toadjusttheusetotheavailabletechnology,totheactualschool‘stechnologysupport,andtotheindividualteacher‘stechnologyknowledgeandskill.
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3. FurtherInformationThislesson,inclusivetemplatesfordatacollectionanddataprocessing,isdevelopedwiththeideasfromtheUKinternetsite:
http://www.e-bug.eu/junior_pack.aspx?cc=eng&ss=2&t=Respiratory.
Throughthelessonitispossibletogivespecialattentiontodifferentaspectsofformativeassessment,bothdigitalandnon-digital,andtheyarefoundtobeusefulinmakingstudents’thinkingvisibletoteachers.Thedigitalones,suchasinteractivewhiteboards(SmartBoard),ExcelandSocrativewerefoundtobeconvenientandeffectiveasmeansforpresenting(andrecording)theresultsofstudents’workoranswertoquestions.Therewereconcernshowever,aboutthedependenceontheInternetaccessandstabilityinusingstudentresponsesystemsuchasSocrativeorKahoot.
4. ReferencesBell,B.,&Cowie,B.(2001).Thecharacteristicsofformativeassessmentinscience
education.ScienceEducation,85(5),536-533.
Black,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.Assessmentineducation,5(1),7-74.
Livingstone,S.(2012).CriticalreflectionsonthebenefitsofICTineducation.OxfordReviewofEducation,38(1),9-24.
Scott,P.,Ametller,J.,.Mercer,N.,KleineStaarman,J.&Dawes,L.(2007).Aninvestigationofdialogicteachinginscienceclassroom.PaperpresentedatNARST:NewOrleans,April2007.
Scott,P.,Mortimer,E.,&Ametller,J.(2011).Pedagogicallink-making:afundamentalaspectofteachingandlearningscientificconceptualknowledge.StudiesinScienceEducation,47(1),3-36.
Smartboard.https://education.smarttech.com
Socrative.http://www.socrative.com
Templatesandideas:http://www.e-bug.eu/junior_pack.aspx?cc=eng&ss=2&t=Respiratory
