Designing Learning Opportunities
Creating engaging lessons is an ongoing process in the science classroom.
Recently, my focus has been on creating lessons that will translate well to an online situation. Many of the students in my advanced science classes are going on to four year colleges where most classes have an online component built into the classwork. Therefore, it is important for me to introduce them to this idea.
To accomplish this, I have started a page on wikispaces. Occasionally, there will be discussion forums for each of my science classes found on this site. A link will be provided in the lesson plan when needed.
To provide students with work that is more congruous with workplace tasks, I am planning to include project based units in each of my science classes. I also use the PhysicsClassroom.com, a website with numerous problems and tutorials for the high school physics class. Adding projects and online tools to my own notes and interactive white board lessons, will allow my students will gain a better view of how physics relates to higher education, as well as everyday life.
Recently, my focus has been on creating lessons that will translate well to an online situation. Many of the students in my advanced science classes are going on to four year colleges where most classes have an online component built into the classwork. Therefore, it is important for me to introduce them to this idea.
To accomplish this, I have started a page on wikispaces. Occasionally, there will be discussion forums for each of my science classes found on this site. A link will be provided in the lesson plan when needed.
To provide students with work that is more congruous with workplace tasks, I am planning to include project based units in each of my science classes. I also use the PhysicsClassroom.com, a website with numerous problems and tutorials for the high school physics class. Adding projects and online tools to my own notes and interactive white board lessons, will allow my students will gain a better view of how physics relates to higher education, as well as everyday life.
Genetic modification: The Debate
This unit on genetic modification is designed for a course taught to college prep students in their senior year of high school. The purpose is to expose these students to the area of biotechnology and the use of genetic modification in industries such as medicine and farming. As students who intend to go on to post secondary schooling, I feel it is essential that they know how to read the professional journals in the fields of chemistry, biology and biotechnology and to use the information gleaned to formulate and express their opinions on certain controversial issues.
The most difficult part of this unit is assessing whether or not the students understand how the use of genetic engineering and other biotechnological advances have impacted so many areas of industry and our lives. I developed the idea of using a debate format with the students I taught in the fall semester of 2006. The group was very talkative and seemed to learn better whenever I let them talk things out among themselves, rather that lecture and test. The debate went so well, that I decided to keep it as part of the course. Since then, I have added material and ideas in order to tailor the unit to the learning styles of students in years to follow. The different formats introduce the students to the evolution of ideas surrounding genetic modification. Since the field is changing quickly with the development of genetic mapping, the lesson will be different every time. It is presented. Even only using a debate format will generate a different view of the field over time.
To view the unit plan, click here: Genetic Modification
The most difficult part of this unit is assessing whether or not the students understand how the use of genetic engineering and other biotechnological advances have impacted so many areas of industry and our lives. I developed the idea of using a debate format with the students I taught in the fall semester of 2006. The group was very talkative and seemed to learn better whenever I let them talk things out among themselves, rather that lecture and test. The debate went so well, that I decided to keep it as part of the course. Since then, I have added material and ideas in order to tailor the unit to the learning styles of students in years to follow. The different formats introduce the students to the evolution of ideas surrounding genetic modification. Since the field is changing quickly with the development of genetic mapping, the lesson will be different every time. It is presented. Even only using a debate format will generate a different view of the field over time.
To view the unit plan, click here: Genetic Modification