GSC 201 Teaching of General Science
MY Mid Term paper
Total Questions 17
Total Marks 35
. What are the
characteristics of assessment?
1. Content
Validity
2. Reliability
3. Fairness
4. Student
Engagement and Motivation
5. Consequential Relevance -
4. What factors do the teacher should keep in mind during summative assessment?
4. What factors do the teacher should keep in mind during summative assessment?
Teachers who are privy to student discussions and able to making
ongoing observations are in the best position to assess many of the educational
goals including areas such as inquiry. Therefore, teachers need to become more
involved in summative assessments for purposes beyond reporting on student
progress and achievement to others in the system. Practices within the United
States and in other countries provide us with possibilities of how to better
tap into teachers ' summative assessments to augment or complement external
exams.
In Queensland, Australia, for example, the state moved away from
their state-wide examination and placed the certification of students in the
hands of teachers (Butler, 1995). Teachers meet in regional groups to exchange
results and assessment methods with colleagues. They justify their assessments
and deliberate with colleagues from other schools to help ensure that the
different schools are holding their students to comparable standards and levels
of achievement. Additional examples of the role of teacher judgment in external
assessment in other countries are discussed in the next chapter.
Accountability efforts that exclude teachers from assessing their
students' work are often justified on grounds that teachers could undermine the
reliability by injecting undue subjectivity and personal bias. This argument
has some support based on results of efforts in VT and KY. However, as the
teachers in Queensland engage in deliberation and discussion (a procedure
called moderation), steps are taken that mitigate the possible loss
of reliability. To help ensure consistency among different teachers in moderation
sessions, teachers exchange samples of student work and discuss their
respective assessments of the work. These deliberations, in which the standards
for judging quality work are discussed, have proved effective in developing
consistency in scoring by the teachers. Moderation also serves as an effective
form of professional development because teachers sharpen their perspectives
about the quality of student work that might be expected, as is illustrated in
the next chapter. In the United States, teacher-scoring committees for Advanced
Placement exams follow this model.
Moderation is expensive and not always practical. There are other
ways to maintain reliability and involve teachers in summative assessments that
serve accountability and reporting purposes. In Connecticut, the science
portion of the state assessment system involves teachers selecting from a list
of tasks and using them in conjunction with their own curriculum and contexts.
The state provides the teachers with exemplars and criteria, and the teachers
are responsible for scoring
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5. Give an example of materials used in a scientific experiment.
Materials List
- CD player & a CD (low drain device)
- Three identical flashlights (medium drain device)
- Camera flash (high drain device)
- AA size Duracell and Energizer batteries
- AA size of a "heavy-duty" (non-alkaline)
battery (I used Panasonic)
- Voltmeter & a AA battery holder
- Kitchen timer
Experimental Procedure
- Number each battery so you can tell them apart.
- Measure each battery's voltage by using the voltmeter.
- Put the same battery into one of the devices and turn
it on.
- Let the device run for thirty minutes before measuring
its voltage again. (Record the voltage in a table every time it is
measured.)
- Repeat step 4 until the battery is at 0.9 volts or
until the device stops.
- Do steps 1–5 again, three trials for each brand of
battery in each experimental group.
- For the camera flash push the flash button every 30
seconds and measure the voltage every 5 minutes.
- For the flashlights rotate each battery brand so each
one has a turn in each flashlight.
- For the CD player repeat the same song at the same
volume throughout the test
6. How do you teach students to form a hypothesis?
A hypothesis (plural hypotheses) is a proposed explanation for a phenomenon. For a hypothesis to be a scientific hypothesis,
the scientific method requires that one can test it. Scientists generally base scientific hypotheses on previous observations that cannot satisfactorily be explained with the available scientific
theories. Even though the words "hypothesis" and "theory" are often used synonymously, a scientific
hypothesis is not the same as a scientific theory. A working
hypothesis is a provisionally accepted hypothesis proposed for further research
1:Write
an example of simple classification?
Students were able to
deepen and extend their observation skills to include classification. They
learnt to classify liquids at different levels (from simple to complex).
1.
For example simple step of
classification was matching liquids using a known property or matching liquids
using a secret property.
2.
The example of complex step was to
classifying the liquids into two and three groups.
Students developed the
skill to interpret their observations/findings and identified the similarities
and differences of a pair of liquids.
They
participated in a collective discussion, shared ideas, listened to others,
agreed and disagreed and constructed new understandings
2:How can
you teach a concept of “matter” to students?
I did these last year with my Kindergarten class.
It was awesome! I took photos of each step and we made a class book using
interactive writing to describe the process. I also used this as an opportunity
to talk about the changing states of matter....from liquid to gas when the
water boils and when the colored jello water hardens to solid jello. It was a
great experience. Good luck!
3:What is
the difference between traditional and guided approach?
Traditional
vs. Inquiry Approach
Learning progression describes what children know
and learn about a topic/strand as they move from one grade to another. It
focuses on concept building as concepts become more difficult in higher grades.
Learning progression is based on benchmarks for that particular topic.
The benchmarks can be taught to the students through
traditional teaching approach or through inquiry based approach. A comparison
of the traditional and inquiry based practices for teaching of science is
listed below:
1) In
the traditional approach content is taught before doing any activity hence activities
confirm the content. But in inquiry based curricula, activity leads to the
content or to the discovery of content.
2) In
the traditional approach information is given to students when they are taught
content but in inquiry based approach the focus is on building concepts of
students.
3) In
the traditional classroom students do not have any role in planning the lesson
or activity but in the inquiry classroom students are involved in the lessons.
4) Traditional
approach is teacher directed but in inquiry approach students are involved in
activities and directions are given by the teacher.
5) The
focus of the traditional approach is on obtaining the right answers and inquiry
approach focuses on the process of learning that students undergo during the
investigative process.
4:What is
the difference between powder jelly and liquid jelly?
The main idea of this
lecture is to enable the students to differentiate between dry jelly powder and the liquid jelly.
Teacher explained the concepts of melting and dissolving to students. Solid
melt when it is taken out of the fridge or it is given heat. For dissolving,
solids need to be mixed into the liquids. For example, when we mix sugar or
salt into water it disappears.
Making jelly, observing and
recording different stages of jelly
Overview
·
Children worked in pairs, made jelly by
adding hot water to jelly crystals, stirred the mixture and finally put it in
the fridge.
·
They compared the jelly crystals with
the liquid jelly. They carefully observed the liquid as jelly crystals
dissolved.
·
They shared and recorded their findings
by drawing pictures and by writing observations.
Learning
objectives
Concepts
o
Students understood that when a solid is
dissolved in a liquid it “disappeared” – it was spread evenly and was no longer
visible.
o
A solid melted or changed into a liquid
when it was heated.
o
Some properties of solids and liquids
changed when they were mixed together and some stayed the same.
Skills/
Abilities
Students were able to:
§ handle
materials and simple equipment.
§ observed
carefully using most of their senses: seeing, feeling, smelling and tasting.
§ identify
the changes.
§ They
put the events into current order.
§ Identify
properties such as appearance texture, smell and taste.
§ use
the appropriate words to describe properties of jelly liquid. They extended
their scientific vocabulary.
§ Students
participated in a collective discussion and constructed new understanding.
§ keep record of their exploration in pictures and
words.
Attitudes
Students wrote details while writing about
the observations.
They kept the records of their findings.
They developed an interest in and
enthusiasm for investigating properties of materials.
Materials
for the activity
v For
each student teacher provided an observation sheet to record the different
stages of making jelly.
v And
for pair of student a transparent plastic cup, 4 plastic teaspoons and tissue
papers. Three flavors of jelly powder for16 cups of jellies. And supply of hot
water.
Class
activity
Teacher gave a cup of
jelly powder to each pair of students and pour hot water in their cups. She
asked them to mix the jelly powder in the water and carefully observed
what
happened. Students started stirring the powder into the water and observed that
jelly crystals were disappeared.
At this stage the
teacher explained that jelly powder was dissolved into the water. She told the
students about melting and dissolving. She said that melting and dissolving
both are different phenomena. She gave the example of ice, that it melts when
we put it out of the fridge or heat it.. On the contrary, solids dissolved when
we mixed them with liquids.
After observing the
whole activity teacher gave the worksheets to each student to test their observation
skills. Students wrote their names and date on the sheet. There was a column of
word bank on the sheet, where the teacher had written all the words in English
and Urdu. Teacher discussed all the vocabulary with the students. There was
also a column for the students where they had to draw the pictures of jelly
crystal before and after it dissolved based on their observations. Students
wrote their ideas about the shape, color, smell and taste of jelly on the
worksheets and at the end of lesson discussed it with the teacher..
5:What
skills you developed in the students by observing bicycle part and their
functions.
Students are able to observe a bicycle and
1. Identify
and explain the function of different parts of bicycle.
2. Identify
the major materials that make-up the object.
3. Identify
the properties of the materials that make them suitable for use in the object.
Learn
to make connections between structure of different parts, the material they are
made of and their functions using logical reasoning and evidence
6:Being a
teacher, how can you explain about materials?
Materials
For each student
A worksheet for recording temperature of different
objects or children can be given a template and they can record in their
science note books.
For groups of three students
-
1 alcohol in glass laboratory
thermometer
-
1 beaker containing tap water
-
1 chart depicting the Fahrenheit and
Celsius scales (optional)
-
1 chart with a table for recording
temperature
-
1 one – litre empty plastic bottle to
which a ballon is attached.
-
1 plastic or glass bottle e.g. empty
bottle of Shezan works out best one third filled with colored water with a
straw in it, not touching the bottom and
sealed/held in place from the top by using modeling clay.
-
A basin or pans of aluminium foil
-
Supply of hot water
7:What is
the process of formative Cycle?
A formative assessment occurs
mid-cycle provides feedback that informs an educator’s practice, showing where
she/he stands relative to standards and goals, and what she/he can work on
next. The formative assessment and the summative evaluation use the same format
in the Educator Development and Feedback System. A formative assessment can be
used to change an educator to a more or less directed plan if concerns have
emerged or performance has improved significantly.
Example
of Formative assessment (Lesson 1 Teaching of General Science)
For example in Lesson 1 of teaching of general
science. We did experiments with candle, cotton
and other objects. Students observed theses objects and describe their
properties. The goal of our lesson was also that students must be able to
describe all the objects, use the two or three dimensional shapes and define
their properties. Teacher assessed the student’s prior knowledge first.
Stage
1: Goals
Our goals were to understand that property is a
characteristic used to describe an object and observed the objects and
described them in terms of their color, shape, size and texture. Also developed
the related vocabulary.
Stage
2:
Teacher collected evidence of student thinking
related to the property.
Stage
3:
Teacher interpreted evidence of student thinking
that students could not differentiate between a square and rectangle, or
rectangle and a cuboid.
Stage
4:
Teacher referred to the shapes chart which she had
made for student’s understanding of the shapes. She had put the chart on the
board. Than she placed the cleaning pad against to the shapes of square and
rectangle and asked to the students which shape is identical to the cleaning
pad.
Stage
5:
Teacher
asked reflective questions such as “make a choice – which shape does your
cleaning pad resemble?” she also talked about the difference between a square
and rectangle. All sides of square are equal; only opposite pair of sides of a
rectangle are equal.
1 summative assessment?
Summative assessment
takes place after the learning has been completed and provides information and
feedback that sums up the teaching and learning process. Typically, no more
formal learning is taking place at this stage, other than incidental learning which
might take place through the completion of projects and assignments.
Examples
of summative assessment:
v Examinations
(major, high-stakes exams)
v Final
examination (a truly summative assessment)
v Performances
v Student
evaluation of the course (teaching effectiveness)
Instructor
self-evaluation
2.
formative
assessment?
Formative assessment provides feedback and
information during the instructional process, while learning is taking place,
and while learning is occurring. Formative assessment measures student progress
but it can also assess our own progress as an instructor.
Examples
of formative assessment
§ Observations
during in-class activities; of students non-verbal
feedback during lecture
§ Homework
exercises as review for exams and class discussions)
§ Reflections
journals that are reviewed periodically during the
Semester
§ Question
and answer sessions, both formal—planned and
informal—spontaneous
§ Conferences
between the instructor and student at various points
in the semester
§ In-class
activities where students informally present their results
§ Student
feedback collected by periodically answering specific
question about the instruction and
their self-evaluation of
performance and progress
3.
How can u
link formative assessment to inquiry?
Different stages of inquiry that can be an entry
point to assess the student learning are:
o
Observing- interacting with the material
o
Talking to each other
o
Raising questions
o
Sharing or communicating the findings
Each of the above stages of inquiry is an entry
point for the teacher to carry out assessment that will provide information on
how students understand science concepts, and on how effectively they are using
the skills of science.
The teacher can then use this information to
determine what next steps students need to take in order to increase their
understanding of science concepts and improve their ability to use the process
skills of science. The teacher can then guide students in ways that will help
them take next steps in learning.
Inquiry based
teaching provides continuous opportunities for formative assessment. While
formative assessment is essential when teaching science through inquiry, this
powerful teaching strategy can also be applied effectively to all science
teaching approaches – traditional book centered learning and paper and pencil
tests
4.
which
qualities students should have while reporting observation?
The role of the
teacher as a facilitator is that he/she must ask such questions that focus the attention
of the students towards the salient features under observation. Teachers must
also help the students to ask questions
5.
Rubric
assessment?
A rubric for assessment,
usually in the form of a matrix or grid, is a tool used to interpret and grade students'
work against criteria and standards. Rubrics are sometimes called "criteria
sheets", "grading schemes", or "scoring guides". Rubricscan be designed for any
content domain.
6.
which
strategies teacher can use for observing students skills?
Ø Concept
Ø Skills/abilities
Ø Attitudes
Concepts
Students understand
-
That a property is a characteristic used
to describe an object
-
Some properties used to describe objects
are color, shape, size and texture.
-
Some properties describe the material
the object is made of such as color and texture and some properties describe
the object as a whole such as shape and size.
Skills/Abilities
Students are able to
-
Observe objects using their senses
particularly seeing and feeling
-
Identify common properties such as
color, shape, size and texture
-
Understand and use appropriate words to
describe properties of objects
-
Record properties of an object in table
-
Draw objects that correctly portray some
of the features being describe participate in a collective discussion, share
ideas, listen to others, agree and disagree
-
Make connection with their immediate
environment
Attitudes
-
Develop an interest in and enthusiasm
for exploring and investigating properties of materials and objects.
-
Learn to work in a team, sharing
materials, interacting and discussing
Materials
Materials that are used
in the lesson:
For
each student
An observation sheet to
record the properties and drawing of an object
For
a group of four students
A tray containing 7
items: a can, a scouring or cleaning pad, a marble, some cotton wool, a button,
an eraser and a small magnet
For
the entire class
1 chat with pictures of
shapes and colors
Second chart will be
the property bank chart
Activity
Teacher started the
lecture with an activity by introducing the word Property to the class. Teacher explained this word by the example
of ruler. She asked the students that what is this? Somebody said that it is
made of steel. Another student said that its color is silver. Someone said that
it has numbers on it. At the end teacher concluded that all these are the
properties of ruler. Through property we can identify something. Color,
material etc. are all the examples of
properties. A student also mentioned that property is something which we own.
To avoid the confusion teacher must clarify that property can be the quality of
something and can also be something which we own.
Teacher showed the
chart of shapes to the students. Teacher gave the tray to the students with
different objects and told them to look, observe and feel the objects. Teacher
encouraged them to discuss these with their friends. She also introduced the
property chart to the students. After giving them some time teacher started
asking about the objects. A student said that cleaning pad is soft as we can
fold it. It is also rough when we touch it with our hand. This was the
collective brainstorming session. Teacher entered this information in the
table.
Teacher asked about
cotton. Students shared their ideas that its color is white, it is cotton
wool, it is softer than the cleaning
pad. And it is also shapeless. A student said that cotton is smooth. Teacher
respond that if we feel it, it has lumpy texture so it can not be smooth. Teacher made this clear with the example of
table that this is a smooth surface. Teacher entered all this information about
cotton wool in the table. Same method is repeated with all the objects in the
tray and all information in the table. Below is the table with information:
At the end teacher
compare all her objects with the things around the students in the class and
also with her chart of shapes. After student’ s observation teacher gave them worksheet to analyze their individual
understanding.
7.
How
teacher can explain types of material?
In this lesson children
explored that materials are of three types.
Transparent
Materials are
transparent if everything can be seen through them clearly.
Translucent
Materials are
translucent if blurred or vague outlines can be discerned or the color of
things when viewed through such materials is changed.
Opaque
Materials are opaque if
nothing can be seen through them.
Learning objectives
a.
In this lesson students observed the
objects primarily using their sense of sight.
b.
Students categorized materials as
opaque, translucent or transparent.
c.
Students participated in a collective
discussion, share ideas, listen to others, agree and disagree.
d.
Students recorded their findings in a
table.
e.
Students developed an interest and
enthusiasm for exploring and investigating properties of materials and objects.
f.
Students learned to work in a team,
sharing materials, interacting and discussing.
The teacher introduced
opaque, transparent and translucent objects to the students. Each student was
given an observation sheet to categorize objects as opaque, translucent or
transparent. A group of four students was given a tray containing the following
items: a red lid, a plastic spoon, small plastic jar, and a plastic cup.
Teacher prepared three charts with the headings of opaque, translucent and
transparent.
First teacher explained
the word property and students were asked about the properties of different
objects. Teacher wrote the information on the charts. Color, shapes and
structure of objects were written down. Then teacher told the students that
they have to classify all objects into three categories. She told the
definition of transparent objects and put all transparent objects on the chart.
Things through which we can not see are opaque. For example the lid of a jar,
teacher put the lid on the chart labelled for opaque objects. Things which have
the blur images are called translucent. Objects were than classified into three
categories and were placed on the respective chart papers.
Subjective
question 7
Paper
3:
1.
What
strategy can a teacher use to find out the observing skills of Student?
Students
are able to:
-
Select a simple manufactured object
-
Explain the function of the object
-
Identify the major materials that
make-up the object
-
Identify the properties of the materials
that make them suitable for use in the object
-
Identify the raw materials that make-up
one of the materials and the refining process that makes them usable in the
object.
-
Conduct research using the internet
-
Communicate by creating an xibit and
giving an oral presentation
Raising questions/critiquing
the findings of their peers using logical reasoning and examining one’s own
work critically 5 marks
2.
Give
an example of observing skills from science teaching and learning?
For each student
A worksheet on what are bikes made of and why a
project research guideline is needed.
For the entire class
1 chart with a list of possible objects to select
for research.
1 chart to be used as a word bank especially Urdu and English
versions of relevant words.
1 bicycle.
Preparation
-
The charts giving a list of objects and
project schedule should be prepared
-
A bicycle should be arranged and brought
into class just before the start of the period.
3.
Briefly
define assessment?
Assessment is the process of
gathering and discussing information from multiple and diverse sources in order
to develop a deep understanding of what students know, understand, and can do
with their knowledge as a result of their educationalexperiences;
the process culminates when assessment results are used to improve
4.
What
is important of prior knowledge of student?
This lecture represents the role of prior
knowledge in learning. The prior knowledge of students affects their learning
therefore educators must keep this in mind when they design a lesson.
Teachers
need to be aware of children’s prior or existing ideas, of the learning goals
and the nature of the difference between the two when they are planning and
teaching so that they can take appropriate steps to bridge the gap. Children
develop ideas, based on their everyday experiences, about natural phenomena
before they are taught Science in school.
Some of these
ideas of students are in agreement with scientific views and can act as
resources for developing a more extensive and solid understanding of science
concepts and their ability to engage in scientific investigations e.g.
characteristics of familiar animals and learning about classification of
animals into mammals, birds, fish, reptiles etc. But sometimes children’s
intuitive understandings contradict scientific explanations and these can pose
as an obstacle to science learning. For example ideas about forces and motion
5.
What type
of attitude teacher resist during summative assessment? 3 marks
6.
What
preparation a teacher to do for developing the observation skills in student? 3
marks
7.
What are
benefits of working in cooperative group? 5 marks
.................
- project
research
• Project Research Guideline
• Function of your object or
an accurate description of what your object does or what it is used for.
• Major Materials –an accurate
description of the major materials that make up your object
• Why these materials were
chosen which should include the properties of these materials which make them
suitable for use in the object
• Origin of one of the
materials – (a) the raw materials from which the material is made, (b) the
processes the raw material undergoes to become the refined material used in
your object
• History of your object – (a)
the person or persons who invented your object, (b) when and where it first
appeared and (c) how the original designs and choice of materials differ from
those in use today
• Picture or photograph of
your object – if your object is small enough you can even tape it along with
the picture.
• along with the picture.
Project Starter Activities
Activity 1
Short Paragraph naming your
object and reason for choosing it.
Deadline: 1 week later
Activity 2
An outline of the
information you will research and the sources – books and internet sites – you
will use.
Deadline: 2 weeks later
-
difference between dissolving and melting
in melting only one substance is involved and the
liquid and solid are the same material. Heat is needed for melting to occur. Dissolving involves two materials; the resulting
solution is a mixture of both. The dissolved substance is still present in the
solution even though it can't be seen.
- skills
measuring temperature
Students are able to:
-
Make careful observations and draw
inferences/conclusions.
-
Give tentative explanations or
hypotheses about what they observe.
-
Make connections with evidence and
claims and explore how valid the connections are.
-
Measure temperature using a liquid in
glass thermometer.
-
properties of object and material
1. Objects
are made of specific material.
2. There
is a lot of variety of material.
3. The
same kind of object can be made of different materials.
4. Students
must know the basic properties of object and materials.
Materials can be
changed
- how
student can learn about thermometer when they got to know that air and water
expands when heated
a supposition or proposed explanation made on the basis of
limited evidence as a starting point for further investigation.
a proposition made as a basis for reasoning, without any assumption of its truth
1-briefly explain process of assessment?
2-why should we change one variable in an experiment??
Why is it important in science to change only one variable at
a time?
In science it is important to change one variable at a time so you may see which variable actually changed the data. If you change multiple and the data changes, you wouldn't know which variable it was. So it is better to do one.
Sketch a graph of how the period (y-axis) of a pendulum changes with its length(x-axis)
What is the period of a pendulum whose length is 3.6 meters?
In science it is important to change one variable at a time so you may see which variable actually changed the data. If you change multiple and the data changes, you wouldn't know which variable it was. So it is better to do one.
Sketch a graph of how the period (y-axis) of a pendulum changes with its length(x-axis)
What is the period of a pendulum whose length is 3.6 meters?
Fair
test template
Fair test template had
four points.
1. What was the experiment?
Teacher asked the
students about their investigation and got responses from the students.
2. Which variable was changed in the
experiment?
In the second step
teacher asked the students about one thing that was changed in the experiment.
Student answered that two types of sugar was used in the experiment.
3. Which variables were kept the same
in the experiment?
Students told that the
amount of the cold water used was the same, and the amount of sugar used was
also the same.
4. What are the findings?
The finding was that
sugar powder completely dissolved in the water but sugar grains did not
dissolve completely.
Teacher wrote all her
findings on the chart paper with the help of students at the end of the lesson.
3-what is the purpose of formative assessment?
4-how can teacher introduce the properties of objects to students??
5-why is it important that teacher conduct an experiment by self before doing in class??
6: how can teacher develop the skill of communication in students??
7: which activates teacher can use to motivate students to participate in class??
by sharing this paper you did a great job
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