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1 SCE 4310: WEEK 12 SEQUENCE OF IN-CLASS COGNITIVE TASKS Four Levels of Educational Outcomes (Source: Costa & Kallick, 2008, Learning and Leading with.

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Presentation on theme: "1 SCE 4310: WEEK 12 SEQUENCE OF IN-CLASS COGNITIVE TASKS Four Levels of Educational Outcomes (Source: Costa & Kallick, 2008, Learning and Leading with."— Presentation transcript:

1 1 SCE 4310: WEEK 12 SEQUENCE OF IN-CLASS COGNITIVE TASKS Four Levels of Educational Outcomes (Source: Costa & Kallick, 2008, Learning and Leading with Habits of Mind, p. 48.

2 2 FIRST COGNITIVE TASK 1. Continuation of previous week's work with SEEDS. a) OPEN SCIENCE NOTEBOOKS TO LAST WEEK'S OBSERVATIONS CONCERNING SEED PARTS INCLUDING LABELLED LIMA BEAN and PINTO BEAN DRAWINGS. LAST WEEK MOST STUDENTS WERE ABLE TO BRING HOME SOAKED & TREATED PINTO AND LIMA BEAN SEEDS, CUPS, POTTING SOIL. b) PART I - INVESTIGATION C-E-R FRAMEWORK CLAIM: » for your Group (Table 1 - 6) ?

3 3 FIRST COGNITIVE TASK EVIDENCE COLLECTED BY TEAM MEMBER(S) OBSERVATIONS/DAILY LOG (INCLUDE MEASUREMENTS, DATES, TIMES FOR LIMA BEAN AND PINTO BEAN): TEAM MEMBER 1: TEAM MEMBER 2: TEAM MEMBER 3: TEAM MEMBER 4: OTHER EVIDENCE BY TEAM MEMBER [DOCUMENT] (E.G., PHOTOGRAPHS, SHOW DIAGRAMS): WHERE IS THE PROCESS FOR THIOS PART OF THE GROUP'S STUDY NOW? WHAT HAPPENED TO EACH SEED?

4 4 FIRST COGNITIVE TASK c) PART II - INVESTIGATION OF PLANTING SEEDS WHICH SPROUTED CLAIM: » for your Group (Table 1 - 6) ? EVIDENCE COLLECTED BY TEAM MEMBER(S) OBSERVATIONS/DAILY LOG (INCLUDE MEASUREMENTS, DATES, TIMES FOR LIMA BEAN AND PINTO BEAN PLANTED IN SOIL): TEAM MEMBER 1: TEAM MEMBER 2: TEAM MEMBER 3: TEAM MEMBER 4: OTHER EVIDENCE BY TEAM MEMBER [DOCUMENT] (E.G., PHOTOGRAPHS): DRAW SEEDLINGS, PLANTS AS GROWTH INDICATES OVER TIME: WHERE IS THE PROCESS FOR THIS PART OF THE GROUP'S STUDY NOW? WHAT HAPPENED TO EACH SEED PLANTED? COMPILE STRATEGY FOR GROUP IN USE OF C-E-R FR AMEWORK

5 5 FIRST COGNITIVE TASK d) CONTINUE COLLECTING DATA ON PLANTED SEEDS, RECORD DAILY OBSERVATION INCLUDING CARING FOR EACH CUP SET-UP.

6 6 SECOND COGNITIVE TASK Next, six groups set up the Plant Part and Function inquiry - Celery and water (food coloring). One group member will continue the work at home. a) How Water Rises in Plant Stems [5 E Learning Cycle Lesson Planning]-- During this meeting our Engagement with this activity began: We are familiar with watering the roots of a plant! How then, does water in the roots get to the leaves? How can you use a celery stalk to study how water travels in plant stems? One group member will continue the work at home. [Source- Science in Elementary Education: Methods, Concepts, and Inquiries, 11th ed. by J. Peters and D. Stout, 2011, ] a) How Water Rises in Plant Stems [5 E Learning Cycle Lesson Planning]-- During this meeting our Engagement with this activity began: We are familar with watering the roots of a plant! How then, does water in the roots get to the leaves? How can you use a celery stalk to study how water travels in plant stems? Exploration - 1. Put a few drops of red coloring into a container of water. This will help you see how the water moves through the stalk. 2. Use a knife/scissors to cut off the lower end of the stalk at a slant. 3. Put the stalk into the colored water right away. 4. Leave the stalk where it will get bright light (best available light). Describe what you think will happen? Draw and label your set up for this inquiry. Explanation - 1. Check your stalk every ten minutes at first. How far does water rise in 10 minutes, 20 minutes, 1 hour? How far does water rise in more than 1 hour? Make a record of what you see. 2. After a few hours, or the next day, remove the stalk. Cut the stalk across near the bottom. What do you notice about this cut off part? Use a hand lens. 3. Cut the stalk the long way. What do you notice? Can you find any long colored tubes? Draw what you observe. Place a thin cross-section of the celery on a glass slide/plate and look under microscope (low power) and observe. What do you observe? Do the same for a thin lateral section. Record you observations. Explain what you discover. What did you discover? 4. Try these ideas out at home and with your students! Use your celery stalks for experiments. What can you do to change how fast the water rises? For example: Does the number of leaves on the stalk make a difference? Does the amount of light make a difference? Does wind make a difference? Will using liquids other than water make a difference? Have a race with someone to see whose celery stalk wins. 5. How can you prevent water from rising in the stalk if it stands in water? TEACHING TIP - RISING WATER: Sometimes the water conducting tubes in a celery stalk or flower stem become clogged. To open the tubes, make a fresh diagonal cut across the stalk or stem base. Immerse it quickly to keep air bubbles from forming in the tubes.

7 7 SECOND COGNITIVE TASK Exploration - 1. Put a few drops of red coloring into a container of water. This will help you see how the water moves through the stalk. 2. Use a knife/scissors to cut off the lower end of the stalk at a slant. 3. Put the stalk into the colored water right away. 4. Leave the stalk where it will get bright light (best available light). Describe what you think will happen? Draw and label your set up for this inquiry.

8 8 SECOND COGNITIVE TASK Explanation - 1. Check your stalk every ten minutes at first. How far does water rise in 10 minutes, 20 minutes, 1 hour? How far does water rise in more than 1 hour? Make a record of what you see. 2. After a few hours, or the next day, remove the stalk. Cut the stalk across near the bottom. What do you notice about this cut off part? Use a hand lens. 3. Cut the stalk the long way. What do you notice?

9 9 SECOND COGNITIVE TASK Can you find any long colored tubes? Draw what you observe. Place a thin cross-section of the celery on a glass slide/plate and look under microscope (low power) and observe. What do you observe? Do the same for a thin lateral section. Record you observations. Explain what you discover. What did you discover?

10 10 SECOND COGNITIVE TASK 4. Try these ideas out at home and with your students! Use your celery stalks for experiments. What can you do to change how fast the water rises? For example: Does the number of leaves on the stalk make a difference? Does the amount of light make a difference? Does wind make a difference? Will using liquids other than water make a difference? Have a race with someone to see whose celery stalk wins.

11 11 SECOND COGNITIVE TASK 5. How can you prevent water from rising in the stalk if it stands in water? TEACHING TIP - RISING WATER: Sometimes the water conducting tubes in a celery stalk or flower stem become clogged. To open the tubes, make a fresh diagonal cut across the stalk or stem base. Immerse it quickly to keep air bubbles from forming in the tubes.

12 12 THIRD COGNITIVE TASK Today's third activity relates to Vegetative Reproduction Inquiry (New Plants from Old Plants) -- (Engagement) How can you grow sweet potato vines? [Source- Science in Elementary Education: Methods, Concepts, and Inquiries, 11th ed. by J. Peters and D. Stout, 2011, ] (Exploration) FIU WORLDS AHEAD

13 13 THIRD COGNITIVE TASK 1. Sweet potatoes are the swollen root ends of the sweet potato plant. You can grow beautiful, trailing vines from them indoors. 2. Place the sweet potato into a plastic cup of water, stem end up. (This end has a small scar where it was attached to the plant.) Stick toothpicks in the sides to support it. Only about a third of the sweet potato should be in the water. Keep the water level the same during this activity. 3. Leave the cup in a warm, dark place until buds and roots grow. Then put it in a sunny or well-lighted place. Each of six groups set their sweet potato, cup and water in a dark cabinet space in ZEB 115.

14 14 THIRD COGNITIVE TASK Each student should write her/his observations, drew set up of sweet potato and cup of water, and predict what she/he thinks will happen? We will make observations and record information each week.

15 15 THIRD COGNITIVE TASK Group/Table NumberAmt' of water (level)Observation(s) water level/water clarity/other observations about water Observation(s) sweet potato (buds & roots/observations) Data Table Set-up for next few weeks. Table 1. SCE 4310 U01 Class Data for Sweet Potato Activity (Observations)

16 16 FOURTH COGNITIVE TASK Students will continue work on Task Stream Artifact (Critical Task 3) by making entries in SCIENCE NOTEBOOKS for March 26th. Last week, students were asked to review the Big Ideas, and note in their science notebooks, connections of what they have learned thus far in SCE 4310 in relation to each of the BIG IDEAS Work not completed in class was taken home to complete in science notebooks.

17 17 COGNITIVE TASK 4 This review of SCIENCE STANDARDS IN CONTEXT TO EXPERIENCES THUS FAR IN SCE4310 was the beginning of TASKSTREAM ASSIGNMENT 3 "The Effective Educator consistently: a) designs purposeful professional goals to strengthen the effectiveness of instruction based on students' needs (critical task 3). Please continue adding info to this activity in your science notebook, so we can more formally start to create Assignment 3 task artifacts in next week's class, see TASKSTREAM DESCRIPTIONS/ARTIFACTS/RUBRICS online at TASKSTREAM.

18 18 COGNITIVE TASK 4 Last week, Dr. O'Brien handed out a copy (3 pages) of the Grades K-12 FLORIDA NG SCIENCE STANDARDS, BIG IDEAS (match this to documents referred to earlier in the course during weeks 1-2 class update page), see Florida NGSSS, NGSSS, click here. Update on the changes in the Florida NGSSS, NGSSS, click here. Florida NGSSS recent clarifications, click here. NGSSS, click here. click here.


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