Problem Based
Present the problem, develop a plan, implement the plan, evaluate the implementation. Any STEM project should be set up to follow the problem based model.
1. Present the problem - Build a bridge between two stacks of books with an index card.
2. Develop a plan - After students have received their objective, have them make a plan of what they are going to do. Thy cannot alter the index in any way except folding it.
3. Implement the plan - They must place weights on the bridge until it collapses.
4. Evaluate the implementation - See what they can do to fix their design to hold more weight/mass. You can make this a competition once everyone has hit the weight limit and see who can hold the most mass.
I have a Fairytale unit I use in December. We read several and talk about the different fairytales, where their origins are from and if the story has been told in a different way throughout time.
This following is a problem based activity that goes with Three Billy Goats Gruff.
1. Present the problem - You need to build a raft that will cross the river (stay afloat for 10 seconds) and hold 10 grams of weight.
2. Develop a plan - the students can only use straws and rubber bands.
3. Implement the plan - Once they have a plan and have drawn it up they build the raft and try it out.
4. Evaluate the implementation - Once they have tried their raft, they go back and see if they can fix it to complete the objectives.
Inductive/Integrative
1. Explain students will examine several materials. They need to find patterns and differences.
2. Divergent Phases - Ask open ended questions to help students start putting materials together in piles. Students need to justify their conclusions.
3. Convergent Phase - Ask questions to have students start narrowing their conclusions. Have them put particular pictures or materials together and see if they can find a pattern.
4. Closure - Let students use their own words to put together what they have learned from the conversations and discussion.
5. Challenge students to make application to real life scenarios.
1. I would like to take this model and show pictures of habitat changes as humans have encroached on wild habitats and the changes that have happened. See if the students could use the different phases to recognize the patterns. I would asked open ended questions, "What do you see? Are there any patterns in these pictures? Can you put pictures together in different piles?
Then use more questions to bring them together to see if they can see what has created the differences. Then have them discuss what has happened by closing up the activity and then talking as a class to see what we can do to prevent more of this from happening.
2. I think I can do this activity with living and nonliving pictures. Help the students to discuss and find what are the definitions of what a living thing is and what a nonliving thing is.
Cooperative Model
1. Introduce the task. 2. Name, teach and practice targeted skill. 3. Implement the lesson and monitor student interactions. 4. Summarizing learning. 5. Measure group and individual accountability. 6. Assess learning.
Different ideas of cooperative model are the following:
1. Round robin - scattegories - Have students get in copperative teams and throw out a topic like nouns - each team has to name a noun, verb, adjective when it is their turn.
2. Roundtable - Everyone has to perform the same task but they do it one person at a time.
3. Writearound - You ask a question and everyone puts down an answer and then everyone switches chairs and write a new answer down as they switch to a new seat (Skoot). You can get a great story starter this way as students write down what would happen at the next part of the story.
4. Numbered Heads together - students get together and try and solve a problem the teacher presents.
5. Team jigsaw - Every one divides up a passage to read and then shares their portion of the material with the group so everyone has put the reading together like a jigsaw puzzle.
6. Tea Party - Two circles are formed with students facing each other. At the end of the first question, the outside circle moves one seat to the right/or left and a new question is posed and they have a new partner with whom they can discuss it.
1. Introduce the task 2. Name, teach and practice skill. 3. Implement the lesson and monitor the student's reactions. 4. Summarize learning. 5. Measure group and individual accountability. 6. Assess learning.
1. Read the book, "First Day Jitters. 2. We are going to write a story about how you feel today on the first day of school. 2. I want you to write your name on the paper, the date, and then start writing about how your day went. Let's read our story again and find some things you can tell me. How did you feel when you woke up? Did you want to get up? Did you have some special clothes picked out? Tell me about them. What did you eat for breakfast? Did it make you feel better or make your stomach upset. How did you feel when you got off the bus or when your mom or dad dropped you off? Did they come inside with you? How did you feel after they left? Pass out the rubric 3. The students will begin writing their story and I will go around the room monitoring their progress. 4. We will come back to the carpet after the stories are written. Those who want to will read their. We will then summarize how different students felt different or the same as others. 5. The students will grade themselves against the rubric giving at the outset. 6. I will take all the papers and look to see where the student is weak and where I can help their learning.
2. Tea Party - 1. Teach the students how to make two circles, facing each other. They will be sitting across from each other like they are at a tea party. 2. I give everyone a different card with a vocabulary word we have learned this year. On the card is the definition, the word used in a sentence. 3. The students will either tell their tea party guess the definition and their partner will need to guess what the vocabulary word is, or they will read the word in a sentence and their partner will need to tell their partner the definition. As the teacher, I will tell the inner circle if they are definitions or circle and the outer circle will be the opposite. After everyone has shared, the inner circle moves one seat to the left. 4. After about 10 definitions, everyone will get computers and we will play Kahoot with the vocabulary words to see if they all learned something in our tea party. 5-6 Playing Kahoot!
No comments:
Post a Comment