1. What is your team name?
2. What is the title of your exhibit?
3. What is your central idea?
4. How do you plan to offer/access the following through your exhibit?
a. Intellectual rigor
b. Multiple learning modalities
c. Integration of constructivist and sociocultural learning theories
The Plastics
ReplyDeleteTitle: Did You See That?
Central Idea: We don’t know exactly where the electron is at any given time, but you can know the probability of where it may be; electrons are constantly moving without visiting the space between orbitals.
Intellectual Rigor: We are scaffolding and questioning on our board to elicit student engagement. By having our title work as a hook to reel the students’ interest, and making statements with questions at the end for students to think about and respond to.
Learning Modalities: We are mainly focusing on visual learning with the use of lights and information bubbles. We also have an activity where students can actively engage in the probability of where an electron may be when comparing it to where a person might be at a given time in their house.
Integration of constructivist and socio-cultural learning theories: Following Bandura’s theory, we are producing a model that students can follow both in the model of our atom and the activity to reinforce our central idea and concept. The whole exhibit is a part of differentiation of science in the classroom. It is a way for the students to be introduced to the concepts of the atom.
What is your team name?
ReplyDeleteAtom Kittens Part Duece
What is the title of your exhibit?
The Atom is a Fruitcake, say what?
What is your central idea?
The Atom contains electrons
4. How do you plan to offer/access the following through your exhibit?
a. Intellectual rigor- multiple levels of understanding of the plum pudding are being addressed. Just as we desire to know what the students knew before our exhibit and after, we decided to approach our exhibit from the point of view of what scientists knew before the discovery of the plum pudding model, and after.
b. Multiple learning modalities - we will have multiple interactive exhibits for the students to see, touch and examine for further understanding of what Thomason saw in the plum pudding model.
c. Integration of constructivist and sociocultural learning theories: The students are involved in multiple hands-on activities.
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ReplyDelete• Team Name: The Nose Goes
ReplyDelete• Title of Exhibit: No go by the Nose Goes
o “No go” because all of the electrons/particles won’t go through
• Central Ideas:
o To get the students to understand how the nuclear model disproved the plum pudding model.
o To allow students to observe a little of what Rutherford and his colleagues observed from the gold-foil experiment.
• Plans for Intellectual Rigor:
o Our group will intentionally create an obstacle for students. The reason for this will be to set students up for the question we want them to ask. Such as: Why did the ball go through all of those holes (which will be referencing the plum pudding model) and not this one (our model).
• This question is precisely what Rutherford and his colleagues experienced. The conclusions that came from this question served as a guide to developing the nuclear model of the atom.
• Plan for Multiple Learning Modalities:
o Read it: In a short excerpt, we explain instructions, as well as give some cool facts associated with our model.
o See it: We will use various visuals aside from the actual exhibit piece. We will use pictures to show how to carry out the exhibit.
o Try it: This will be the actual hands-on portion of our exhibit.
• Integration of Constructivist and Sociocultural Learning Theories:
o Students will need to think these things through. The best way to do this will be by interacting with others. This will give students a change to address their own misconceptions and previous thoughts. The knowledge that they have about what an atom is and how it behaves will be useful, but since the students do not have any extensive knowledge about the different models of the atom, they will enter and expect to be taught by More Knowledgeable Others. We know that for cognitive growth to occur, it is important that we appeal to students’ emotions in order to gain their interest in our exhibit.
*Exhibit Title: Hit or Miss?
Delete1) Team Name: MMCK
ReplyDelete2) Exhibit Title: Whatta Bohr?
3) Central Idea: In the Bohr model, the electron can “jump” from one orbital to the next without visiting the space in between.
4) a. Intellectual rigor: Since the students have little to no prior knowledge of the atom this will introduce them to subatomic particles and their behavior according to Bohr’s model. The students will need an open-mind in order to discover that behaviors at the nano level (atom) are different than at the macro level (human). Any previous knowledge about the atom will be expanded upon.
b. Multiple learning modalities: We have many visuals--pictures on the tri-fold, the eye-catching poster, and the two models of the atom. Since we are asking the students to move the electrons on the model of the atom, this will give them hands-on activities that stimulate kinesthetic learning. We have posed two questions for discussion on the poster, so we expect that they will interact among their small groups, thus allowing for auditory involvement. Text based modalities include written instructions, main points presented on the tri-fold, and a “fakebook” that models a facebook page for Bohr. The poster is text-based because of the two questions it poses.
c. Integration of constructivist/sociocultural learning theories: Sociocultural theories are promoted by discussion in small groups to answer the questions we have posed. Students will interact with each other to come up with possible solutions to the questions, based the information provided on the tri-fold and the models.
Constructivism will be promoted by first-hand experience when the students manipulate the models of the atoms. Social interactions will be advanced by group discussion and active participation.