The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Most math lessons start out like this, “When will we ever use this?” “ Why do we need to learn this?”. The ability to show them how we can take an issue and predict the future possibilities was really insightful. The question I was posing to them was not just math related questions it was to have them understand the link across different disciplines. For a recent math lesson, I linked the Hawaii census to statistics. We did a short reading and used the data to create proportion/statistics problems. We talked about why we might need to conduct a census and what the state might do with that information. It was great for students to see a real world problem and see what we can do to make predictions and come up with solutions. This particular assignment was more directed however leads up to students creating their own survey and understanding the social applications also associated with it. It is important to include relevant information ( in this case Hawaii’s census) apposed to information they cannot relate to or feel no connection to.
Standards associated with artifact (page 3-5):
5(a) The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
Standards associated with artifact (page 3-5):
5(a) The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
m11.packet_1.pdf | |
File Size: | 872 kb |
File Type: |
5(a) The teacher develops and implements projects that
guide learners in analyzing the complexities of an issue or
question using perspectives from varied disciplines and
cross-disciplinary skills (e.g., a water quality study that
draws upon biology and chemistry to look at factual
information and social studies to examine policy
implications).
The students have been covering the topic of evolution over the course of the quarter. Through the idea of a phenomenon the students are given bits of information and are posed a question. The question posed here was why would “ostrilopes” (imaginary creature) survive with a higher armor level and where certain levels came from. We were looking for the students to talk about natural selection, adaptive traits, and genetic mutation. The format of this is in a “CER” (claim, evidence, reasoning). The students write the written response to the proposed question. Over the course of the unit as students are introduced to new topics they need to form connections between them. For instance how would armor levels, say if the “ostrilopes” had only level 6-9 armor where would level 10 come from if it had never been encountered before? Natural selection is an important topic to teach the children, however it can be difficult to have the student make the connections themselves without explicitly telling them. We had also done a lap during the course of this packet where students had three islands (red,green, yellow). They had populations of red green and yellow skittles as well on each. The students would open and close their eyes and randomly choose a skittle. In the end the students found that the population of the red island was mostly red, population on the yellow was yellow, etc.
guide learners in analyzing the complexities of an issue or
question using perspectives from varied disciplines and
cross-disciplinary skills (e.g., a water quality study that
draws upon biology and chemistry to look at factual
information and social studies to examine policy
implications).
The students have been covering the topic of evolution over the course of the quarter. Through the idea of a phenomenon the students are given bits of information and are posed a question. The question posed here was why would “ostrilopes” (imaginary creature) survive with a higher armor level and where certain levels came from. We were looking for the students to talk about natural selection, adaptive traits, and genetic mutation. The format of this is in a “CER” (claim, evidence, reasoning). The students write the written response to the proposed question. Over the course of the unit as students are introduced to new topics they need to form connections between them. For instance how would armor levels, say if the “ostrilopes” had only level 6-9 armor where would level 10 come from if it had never been encountered before? Natural selection is an important topic to teach the children, however it can be difficult to have the student make the connections themselves without explicitly telling them. We had also done a lap during the course of this packet where students had three islands (red,green, yellow). They had populations of red green and yellow skittles as well on each. The students would open and close their eyes and randomly choose a skittle. In the end the students found that the population of the red island was mostly red, population on the yellow was yellow, etc.
fettig-signature_assignment.doc.docx | |
File Size: | 12 kb |
File Type: | docx |