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GUIDING ENGAGED LEARNERS FOR ACTIVE LEARNING
Example of Knowledge Development Chart
DEVELOPMENTSTAGE
FOCUS PERFORMANCEOBJECTIVE
TYPE OF ACTIVITY ANDRESOURCE MATERIALS
STUDENTS WILL USE
DESCRIPTACTIV
CORRES
INSTRUCTQUESPRIOR KNOWLEDGE Sharing by students of
their surface or partiallyright ideas ormisconceptions aboutthe topics or keyconcepts
Students may initiallyunderstand the topic orconcept in terms of thefollowing:Water is an infiniteresource which isavailable to everyone atall times.
Situation analysis with choicesprovided in an adapted BubbleMind Map Diagram containingfour distractors and one correctoption:
a. We will never run out ofwater because we are nearthe water shed.
b. People have a right towater. So no law shouldlimit their access towater.
c. The watershed supplywill come from a neverending spring. There is nocause for alarm.
d. The watershed supplywill dry up sometime due
Situation Analare asked to reaccount of realthat plans to psubdivision neEnvironmentanear the watercompanys plathe subdivisionwater supply. Cofficials and thdisagree. Studeasked to determsituation has thdiagram is givdifferent statemwith a numberto the misconc
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to overuse.e. People can be trusted to
control their use of waterfor as long as they areinformed about itssupply.
the prior knowreact to the diaby the followinLook at the givCheck the statediagram whichcorrect view. Bexplain your ch
KNOWLEDGE Definition of keyterms
Identification ofimportant tools
The students will beable to:Define conservation
Class Discussion After the studechoices, the cornot be given. Inwill be asked tabout how to fanswer. Studensorted and grosuggests that inunderstand maquestions, idea
about the definterms will be fiSuch questionsfollowing:
1. What aresaving ththeir livedo peoplmeans sa
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2. When pesave a nalike watethey use?
3. When wsee this tconservasome situ
COMPREHENSION Differentiation of termsParaphrasing oftechnical terms
Differentiateconservation fromconsumption
Situation Analysis Lets take a closterm conservatsome situationwe can call theconservation, wWhat is the difthe two?
APPLICATION Looking at cases ortrying or practicingexamples of new
knowledge which willchallenge or deepenstudents priorknowledge
Examine examples ofplaces in need of waterconservation to correct
idea that water isinfinite
Study map in website(http://www.who.int/docstore/water_sanitation_health/globa
ssessment/Global2.3.htm#maps%202.1%and202.2 where they can seeinformation about differentregions water supply situation
Click on the foview the websiGlobal Water
the map and anfollowing ques
1. Which cohigh watName th
2. Which colow watethree.
3. What acc
http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/http://www.who.int/docstore/water_sanitation_health/globassessment/8/14/2019 Knowledge Development Chart3
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differencsupply? HgeographHow doemap supobservat
ANALYSIS Explaining theparts of a conceptor process and itsrelationships
Makingcomparison orcontrasts
Determining theconsequences orimpacts of aparticular idea
Determining
errors in an ideaor process or skill
Show relationships ofdifferent factorsaffecting conservationand harnessing of waterresources
Explain consequencesof and factors involvedwith conserving andharnessing waterresources
Locate causes ofwasting water resourcesand determine theeffects or consequences
Construction of table using datafound in a website or UNreference book. Table is made ofthe following columns:
I-Cause of water wastageII- Effects of water wastageIII- Conservation Measure
Click on anothwebsite sponsoFramework Coclimate changedata given aboconservation ptable with the fcolumns and ecorrespondingI-Cause of watII- Effects of wIII- Conservati
When you are table, answer tquestions base
1. How macauses afwastage?observatmake abo
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2. How maeffects rewastage?observatmake abo
3. How maconservaare thereobservatmake abomeasure
4. What relyou makcauses anwater wa
5. What arethat mayconserva
actually wwater?
SYNTHESIS Making a generalstatement
Putting togetherthe general rule orexplaining theproper process
Showing ones
Present as a groupproject a PowerPointprogram showing atleast three energy-saving ways ofconserving andharnessing water
Students group research(library and Internet) andproduction of the following:
a. concept map tosummarize theirideas
b. PowerPoint
Refer to the tabmade and answfollowing:
1. What gencan you mconservaWhen ar
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understanding ina project
Drawing a conceptmap showingonesunderstanding ofthe newknowledge
resources one uses indaily life
presentation 2. How cangeneralizWhat dacan you uthis?
3. Make a csummariyou havegeneraliz
4. How cangeneralizbe verifieyour comconcrete do? Whaconservayou do a
5. Present y
PowerPogive conc
EVALUATION Judging thequality of oneswork and contentof ones ideas inthe project withthe help of achecklist or rubric.
Critique with a rubricones presentation ofproposed ways ofconserving andharnessing waterresources in givensituations and suggest
Self and peer evaluation of oneswork with the help of a rubric.
When you are PowerPoint woyour presentatrubric. Rate yohow you can imbefore doing apresentation. C
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