Purpose:
The purpose of this project is for you to
develop your understanding of the history of atomic theory and what it
tells us about the nature of scientific inquiry.
Overview:
The class as a whole will develop an
overall structure for the museum project. The task is to design a museum
exhibit about the development of atomic theory, including modern models
of the atom, for young adolescents. You will
be working in conjunction with the science teachers at Early College.
Then you will divide yourselves into teams which will take
responsibility for different portions of the exhibit. You are required
to include hands-on activities that will allow young adolescents
to explore and discover facts for themselves.
Grading scheme:
40% Intellectually rigorous – You must
include content material that is pitched above what the standards
require, and which cover the content of PHSC 4010. You must create an
atmosphere in which museum-goers have the opportunity
to uncover the nature of science.
20% Multiple learning modalities – There
must be visual, kinesthetic, auditory, numerical and text-based
opportunities for learning.
20% Consistent with constructivist and sociocultural learning theories.
10% Well-organized and professionally presented.
Students at Early College, teachers and other community members will be given an opportunity to assess the exhibit. This assessment will be used in conjunction with the scheme above to determine a grade for each team.
Text: Primary Science
Resources: Exploratorium; Chemistry Heritage Foundation;
Bring a draft of your ideas to class on Tuesday, October 30, 2012.
You will have 15 minutes to work on developing your ideas during class.
Due Tuesday, Nov 6, 2012 by the end of class:
1. Determine the portion of the exhibit for which your team will take responsibility
2.Input tasks and outcomes using a project management chart exhibit
3. Post as a comment by team name, what portion of the project you will be responsible for doing
Project Management Chart
Using Post-Its, you will create your tasks and outcomes and decide who is responsible. Each week, tasks and outcomes will be identified as completed or new tasks and outcomes will be placed on the chart. As each is complete, the outcome will be moved to the product outcome until the project is complete and ready for exhibition.
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Exhibit Planning Tasks
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Product Outcome
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What?
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What?
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What?
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What is your task?
ReplyDeleteWhat are your goals and desired outcomes for student learning?
What is "hands-on" learning?
What is "active" learning?
What evidence will you have that learning occurred by students?
As a group we came together to figure out that for the Atom Model Exhibits particular groups will be coming together to research and create different interactive models:
ReplyDeleteElectron Cloud Model- Nicoles Group
Plum Pudding- Tarver's Group
Nuclear Model- Siobhan's
Solar System Model- Missy's Group
1. To create an interactive exhibit for early college students that will take them through the history of the different models of the atoms we have been studying this semester.
2. We would like for students to learn about the scientific process while having fun doing it.
3. The task of "hand-on" learning will be up the different groups.
4. We would like for the students to be inquisitive and want to learn more about the different models.
5. At this moment, we are still looking more into this, but it will be up to the groups how they interpret how learning will assessed.