|
Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive
Factors or Minimizing Negative Factors |
| Age / Academic Range |
10-11 age |
+ |
|
Appeal to student's natural interests. Engage them, draw on prior knowledge. Ask essential questions. Ask what if questions. |
| Sex Distribution |
10 male
12 female |
+ |
|
Discuss ways to draw in both genders into the topic and use their common interests. |
| Racial, Ethnic Diversity |
Caucasian
Hispanic |
|
- |
Discuss issues affecting other cultures. |
| Educational Level |
Elementary |
+ |
|
Capitalize on the natural curiosity of children |
| Disability or Impairment |
Autism |
|
- |
Provide organizational tools and AT for recording notes. |
| Developmentally Appropriate |
Consistent with age |
+ |
|
Plan for and allow collaboration and discussion to use their natural desire to talk. Channel their social tendencies into appropriate group behavior |
| Prerequisite Knowledge |
Computer skills
Skills to work in groups
Energy usage
|
+ |
|
Do a KWL to access prior knowledge and student input as to what they want out of the unit. |
| Related Experience |
limited experience - using energy and a unit on electricity in a prior grade |
+ |
|
Have students brainstorm types of energy and how we use energy and the source of energy. |
| Perception of Role as Student |
Diverse learning styles, auditory, visual, etc. and perception as a good learner. |
+ |
|
Encourage them and present them with a challenge. Ask them how they best like to learn, or how they learn best, and incorporate some of their ideas into the unit. Encourage them to take responsibility for their own learning and the learning of those in their group. |
| Motivation for Learning |
High |
+ |
|
Present them with a problem to solve. Clearly state the purpose and relevance of the instructional unit. |
| Attitude Toward Subject |
Eager to learn and explore science topics |
+
|
|
Draw on their natural curiosity about the world. Do a KWL to stimulate interest in the topic. |
| Expectations from Session |
To be able to explore and have hands-on activities |
+ |
|
Provide interesting, hands-on activities for the students to explore. Clearly state the goals of the unit and an overview of the types and variety of activities that will be involved. |
| Competitiveness |
Some competitiveness and some collaborative attitudes |
+ |
|
capitalize on the competitiveness between groups but encourage the collaboration within groups. Encourage them to take responsibility for their own learning and the learning of those in their group. |
Environment factors that may impact learner-centered
instruction.
Analyzing the environment is a means to identify the issues
that will impact the (a) process of the design and production,
(b) implementation, and (c) outcomes of the learning
experience |
| Factors |
Description |
Advantage or Constraint |
Initial Ideas
for Maximizing Positive Factors or Minimizing Negative Factors
|
Design and Production
Factors:
|
Budget Available
|
not needed |
+ |
|
No budget required |
Materials Required
|
FOSS kit and materials, |
+ |
|
FOSS kits provided with textbook funds, and all other materials are on hand |
Production Equipment Available
|
Projector, Powerpoint, computers |
+ |
|
Available at school. Will schedule the lab and the projector |
Time for Design and
Production
|
6-8 60 minute lessons |
+ |
|
Allow them time to research, work on presentations, and collaborate with each other. |
Department Technology Requirements
|
Internet access, lab usage |
+ |
|
Insure network is working properly, schedule lab or COW, schedule projector, locate and post preferred web sites. |
| Implementation
Factors: |
Class Size
|
22-25 |
|
- |
work in small groups and collaborate to accomplish activities, encourage them to assist each other |
Class Period Length
|
60 minutes each |
+ |
|
Time allows for introduction, activity, and reflection |
Location
|
Classroom science lab and computer lab |
+ |
|
Utilize large size of room to facilitate group work and utilize the 25 computer lab for individual and group work. |
Seating Arrangement
|
grouped desks for collaboration, teams using a computer, individual computer usage |
+ |
|
Manipulate desks for a variety of activities during the unit. Allow individual students to do research and have one group computer to compile material |
Lighting
|
artificial lighting adequate, no sun light available in room |
|
- |
borrow sun immolating lamps from district |
Temperature
|
comfortable |
+ |
|
Discuss why the room is comfortable and what type of energy is used to provide the heating or cooling. |
Noise
|
average school noise |
+ |
|
Provide learning conducive, instrumental music to cover outside noise. |
Equipment
|
Projector, Powerpoint, computers, FOSS kits |
+ |
|
Use projector to facilitate large group viewing of student presentations and teacher lead introductions |
| Technology Support |
Internet access, lab working properly, resource person available |
+ |
|
Ask for help from resource person when needed. |
| Outcome
Factors: |
| State Requirements |
Science TEKS, LA TEKS |
+
|
|
Follow the state curriculum |
Employer Needs
|
Increased TAKS scores |
+
|
|
Follow the state curriculum |
Co-worker Needs
|
Grade level team member: integrating LA skills across the curriculum |
+
|
|
Integrate science content subject matter and language arts skills. |
Student Needs
|
Learning content, Pass TAKS |
+
|
|
Assure mastery of content. Assess understanding. |
