Activity: Teachers can refer and take notes before class from “Pedagogy of Science” book:
Activity 1:
Set induction
The teacher will ask the students to think of “How do scientists answer a question or solve a problem they have identified?” For example, in the timeline how did they find out that plants use Carbon dioxide and give out Oxygen?
Note: the teacher should focus only on the part till “plants generate oxygen and absorb carbon dioxide” but also point on the various other experiments that led to discoveries of the other processes involved in photosynthesis. This can be used to show how discovery of anything requires process skills.
Now ask them “How do they conduct experiments, what are the steps they follow?”
Divide the class in groups of four and ask the students to note down the steps of Priestley’s experiment on the IFP Panel one by one.
Activity 2:
Divide the class in groups of 5 students each and start NetLogo on the IFP.
Ask one student from each group to change the set-up of the experiment.
Ask the students to discuss and note down the different steps that would lead to ending up as a result of that set-up.
Note: Anyone of the NetLogo can be used depending on the students’ prior knowledge.
As the students will be noting down their observations and steps it will help them to “write to communicate.”
Assessment: Activity 3:
Ask the learners to complete the table simultaneously on the Canva chart in the same allocated group every time after changing the set-up on NetLogo on the IFP.
The learners need to write down their predictions, hypothesis, observation, results, etc step by step. (Example: after making the first set of changes, they have to discuss and predict, which has to be written in the table on the IFP; then hypothesis, again discuss and write in the table; run the set up, write the observation, so on and so forth).
Split screen facility of the IFP can be used here.
This will lead to a lot of discussion on the steps involved/taken in process skills, and exchange of ideas to end up creating and understanding the various ways of coming up with the steps of process skills.
[Contributed by raju.sambari@tiss.edu on 25. Juli 2023 15:07:16]
Activity:
Teachers can refer and take notes before class from “Pedagogy of Science” book:
Activity 1:
Set induction
Divide the class in groups of four and ask the students to note down the steps of Priestley’s experiment on the IFP Panel one by one.
Activity 2:
Divide the class in groups of 5 students each and start NetLogo on the IFP.
Ask one student from each group to change the set-up of the experiment.
Ask the students to discuss and note down the different steps that would lead to ending up as a result of that set-up.
Note: Anyone of the NetLogo can be used depending on the students’ prior knowledge.
As the students will be noting down their observations and steps it will help them to “write to communicate.”
Assessment: Activity 3:
Ask the learners to complete the table simultaneously on the Canva chart in the same allocated group every time after changing the set-up on NetLogo on the IFP.
The learners need to write down their predictions, hypothesis, observation, results, etc step by step. (Example: after making the first set of changes, they have to discuss and predict, which has to be written in the table on the IFP; then hypothesis, again discuss and write in the table; run the set up, write the observation, so on and so forth).
Split screen facility of the IFP can be used here.
This will lead to a lot of discussion on the steps involved/taken in process skills, and exchange of ideas to end up creating and understanding the various ways of coming up with the steps of process skills.