The unit is composed of several distinct components, which
employ different instructional strategies, activities and co-teaching models as
well as different assessment and differentiation strategies. We begin with an introductory session on the first
day of the unit which is largely teacher-centered. The second and third days are primarily
concerned with inquiry-based hands-on laboratory work. The fourth day embodies a flipped instruction
model in which students are free to work in groups on whatever part of the unit
they most need to focus on. And the
final day is primarily concerned with summative assessment and implementation
of the service learning project.
·
Student Centered Activities:
o
Think-pair-share and quick-write during the
introductory lectures on the first day
o
Laboratory exercises on the second and third
days
o
Group work on posters and service projects
during day 4
o
Presentations of group projects on the final day
·
Major Teaching Strategies, student organization & Co-Teaching Approaches
o
Direct
instruction. During direct
instruction we will primarily use a complimentary co-teaching approach
o
Inquiry. Much of the unit is inquiry based with
students working in lab groups. During
this phase the co-teaching model will a parallel, lab-monitoring model with the
teachers rotating between the different groups.
o
Independent
Study. Students will be given class
time and homework assignments that require them to do independent research
which they will report to their cooperative learning groups for inclusion in
the group assignments.
o
Cooperative
Learning. The great majority of
class time will be spent in cooperative learning groups.
o
Complementary/Parallel Instruction. During the portions of the unit that both Earth Science and Physics classes are combined, the co-teaching model that will be utilized will be the complementary model. The lead role will be switched so that students receive equal instructional time from each teacher. During the lab days (block schedule), the classes will begin as one group then split into two separate groups, taught by their respective teachers. The parallel co-teaching model will be employed
during this phase of the unit.
·
Art Component:
Students, in cooperative learning groups, will prepare either a short
video, posted to YouTube, or a poster that explains their understanding of the
process and ramifications of hydraulic fracturing. Included in that project will be a web
catalogue of artistic resources they have found during their investigations.
·
Technology:
In addition to internet resources employed in the service learning
component of the unit, students will:
o
Use automated data collection devices in their
Physics lab exercise.
o
Use cloud-based spreadsheet software to
aggregate and analyze their lab data.
o
Use cloud-based video and/or desktop publishing
applications for the art component of the unit.
·
Social Justice and Equity Addressed in:
o
Content:
Discussions of the ramifications of the process of hydraulic fracturing
will have a focus on the interconnected and egalitarian qualities of nature and will have a strong emphasis on
family and community involvement.
o
Process:
The cooperative nature of the learning environment and the use of
flipped instruction will give teachers the opportunity to differentiate
instruction to the individual needs of each student in the class.
o
Product:
Summative assessment will rely on written work, formal examination,
artistic work and oral presentation, providing the teacher with the opportunity
to differentiate assessment according to learning style, cultural affect, etc.
·
Resources:
The unit will require:
o
Individual and group computer and internet
access. Portable computers may be
available for classroom use, or students may spend time in the schools computer
lab.
o
Lab equipment – strain gauges, syringes to
simulate hydraulic pistons, weights.
o
Art supplies and/or – collage materials, pens,
pencils, poster paper, etc. for students who are not able to use digital art
tools.
o Video equipment
o Community representative – a volunteer from the community to give a short presentation as an introduction to the service learning experience
o School administrator to attend the service learning portion of the final days’ class
o Video equipment
o Community representative – a volunteer from the community to give a short presentation as an introduction to the service learning experience
o School administrator to attend the service learning portion of the final days’ class
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