Created by:
Wheeling Park High School
Course(s) and Grade level(s):
Science 9 Regular and Honors
West Virginia IGOs (Chief Ones): Please our perpetuation of a science misconception via IGO 9.77
9.1 (WV - Science:Grade Nine Science:Nature of Science) participate in activities that consider alternate changing points of view to stimulate the development of a sense of inquiry
9.5 (WV - Science:Grade Nine Science:Scientific Attitudes/Habits of Mind) model and exhibit the skills attitudes and/or values of scientific inquiry (e.g. curiosity logic objectivity openness skepticism
appreciation diligence integrity fairness creativity
9.9 (WV - Science:Grade Nine Science:Scientific Processes/Thinking Skills) organize qualitative and quantitative data into tables diagrams and/or graphs for analysis
9.12 (WV - Science:Grade Nine Science:Scientific Processes/Thinking Skills) apply rational thinking processes that underlie scientific approaches to problem solving by employing critical thinking skills imagination and creativity while working individually and/or cooperatively
9.17 (WV - Science:Grade Nine Science:Laboratory Investigations/Hands-on Learning) engage in active inquiries investigations and hands-on activities for a minimum of 50 percent of the instructional time to develop conceptual understanding and laboratory skills
9.20 (WV - Science:Grade Nine Science:Laboratory Investigations/Hands-on Learning) use computers and other electronic technologies (e.g. computer CBL probe interfaces laser discs) to collect analyze and/or report data interact with simulations and research
9.21 (WV - Science:Grade Nine Science:Science Content and Themes) articulate connections among the major disciplines of science
9.22 (WV - Science:Grade Nine Science:Science Content and Themes) utilize the thematic approach incorporating the following themes: systems changes and models
9.48 (WV - Science:Grade Nine Science:Science Content and Themes) demonstrate water characteristics including capillary action surface tension adhesion and cohesion via a variety of methods (e.g. chromatography meniscus readings) – models
9.52 (WV - Science:Grade Nine Science:Science Content and Themes) relate absorption and dissipation of heat to the composition of a material – systems
9.59 (WV - Science:Grade Nine Science:Science Content and Themes) identify and describe various forms of energy (e.g. electromagnetic electrical chemical mechanical nuclear form) – changes
9.71 (WV - Science:Grade Nine Science:Science Content and Themes) review fundamental earth science concepts including air has mass and exerts pressure physical states of matter –systems
9.77 (WV - Science:Grade Nine Science:Science Content and Themes) interpret why warm air can hold more water vapor than cold air –systems
9.79 (WV - Science:Grade Nine Science:Science Content and Themes) research current environmental issues (e.g. effects of pollution solid waste management local national and global issues) –systems
9.92 (WV - Science:Grade Nine Science:Science Content and Themes) use a model to describe the functions of the water cycle (e.g. water entering and leaving the atmosphere flow of water and precipitation) –models
9.102 (WV - Science:Grade Nine Science:Computer/Technology) collect analyze and display data using computers and other electronic technology
9.103 (WV - Science:Grade Nine Science:Computer/Technology) access internet resources for a variety of purposes (e.g. research exchange data e-mail real-time investigations)
9.106 (WV - Science:Grade Nine Science:Computer/Technology) incorporate correct grammar, spelling, vocabulary, and graphical representation for both written and oral multimedia presentations
Overview/Abstract of Lesson:
Many misconceptions concerning science facts persist and are perpetuated by teachers, textbooks, and the media. This lesson allows students to explore four common misconceptions concerning the shape of raindrops, the formation of clouds, the Greenhouse Effect, and the Coriolis Effect.
I use this lesson at the very beginning of the semester to develop a sense of inquiry and skepticism and to begin to prepare my students for the research work and oral presentations that will be a part of their coursework for the rest of the semester. They are given a very limited amount of time to complete this assignment. I also incorporate Inspiration training as part of this lesson. The c-maps that result are simple and contain relatively few concepts.
My students gain tremendous insights into scientific thinking and reasoning by completing this lesson. They are often angry about the misconceptions they have taught in previous classes. By allowing them to be the teachers of their fellow classmates, they gain confidence and much needed practice in presentation skills. I have found that constructing and using the c-maps for presentations truly enhances their understanding of these confusing and often misunderstood concepts.
Students may be initially overwhelmed by the amount of work to be done in such a limited amount of time. They need to divide the workload and make use of the strengths of their team members. The oral presentations are to be at least 2 minutes in length, but may not exceed 4 minutes.
Overall, this lesson is a great way to prepare students for group research work. Most of my students have had little or no experience in preparing for or giving oral presentations. This lesson gives them a little practice and requires that they begin to develop the skills needed to successfully complete multiple tasks in a relatively short period of time.
Concept Map of the "Science" that Underlies the Lesson:
Master "science" c-map of the misconceptions with links to related web sites. (Note: Students can access their topics and information via this c-map)
Student created c-map is as an example of what is produced from the lesson.
Time Needed to Complete Lesson:
Not including initial training in the use of Inspiration, four 40 minute periods: one for completing initial position statement sheet and researching topic; one for constructing c-map and completing presentation preparations; and one for presentations.
Materials needed:
Bad Meteorology Web Site Icons (permission granted to link and use graphics)
Glue Sticks (1 per team)
Internet Access or Copies of Bad Meteorology Web Site Materials
Blank Disks (1 per team)
Preparation:
Copy Science Fact Worksheets (1 per team).
Copy C-Map Rubric (1 per student).
Copy and cut out icons from the Bad Meteorology web site.
Preview Bad Meteorology web site.
Preview C-Map Rubric
Safety Precautions:
None
Activities/Procedures:
Exploratory Phase:
During this phase of the lesson, students will develop position statements concerning their science fact.
Divide the students into teams of no more than four members each. Provide each team with a copy of the Science Facts? Worksheet (attached). Allow each team to select one of the misconception icons. I do not allow them to see the icons. Tell them to follow the instructions on the worksheet.
Concept Development Phase:
During this phase of the lesson, the students acquire the information to either support or refute their position statement. They access their specific web site and read the information presented there. If computer access is limited or unavailable, copies of the web site materials can be given to the teams.
Read each team’s position statement. Then instruct them to access their specific web site via the master c-map (attached). Remind them that their time is very limited. They should be permitted to simply print out the information. Some of the teams may need to return to the web site to download graphics for incorporation into their c-maps.
Concept Application Phase:
During this phase of the lesson, students will prepare their c-maps, oral presentations, posters, and demonstrations.
Encourage the students to import graphics and to use the embedded notes features of Inspiration. Remind them that they will be using their c-maps to drive their oral presentations. They need to divide the workload in order to make effective use of their limited time. You may need to assist them in developing ideas for demonstrations. I have a cabinet full of toys that I allow them to use. Their creativity is often amazing in this area.
Oral Presentations (Additional Application):
Prior to beginning presentations, provide each student with a copy of the C-Map Rubric. Explain the rubric and then have each student assess his/her team’s c-map using the rubric. They can then compare their score to your score.
Suggested assessment(s):
Since I use this as a first lesson for my students, I do not actually count the c-map score as a grade. The completion of the work for this lesson is graded as class work and lab work.
Oral Presentations:
How the presentations are graded will depend upon how you plan on weighting them. I provide verbal feedback and suggestions to student for improving their presentations for this initial experience and then use an oral presentation rubric for additional presentations. If your students are more advanced in the use of Inspiration and doing oral presentations, then some form of formal assessment, rubric or point scale, will be required.
References (Including Relevant Web Sites):
http://www.ems.psu.edu/~fraser/BadMeteorology.html (Permission to link to and use graphics from this web site has been granted)