NSS Learning and Teaching Strategies for Chemistry Active

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NSS Learning and Teaching Strategies for Chemistry – Active Reading and Writing Tasks 2:

NSS Learning and Teaching Strategies for Chemistry – Active Reading and Writing Tasks 2: 00 -2: 10 Registration 2: 10 -2: 30 Copyright matters 2: 30 -2: 50 Reading and writing tasks in curriculum planning 2: 50 -3: 30 Comprehension strategies for science reading 3: 30 -3: 40 Break 3: 40 -4: 10 Active reading and writing tasks for students 4: 10 -4: 30 Experience sharing in conducting reading and writing activities at school 4: 30 -5: 00 Assessment strategies

NSS Learning and Teaching Strategies for Chemistry – Active Reading and Writing Tasks 4

NSS Learning and Teaching Strategies for Chemistry – Active Reading and Writing Tasks 4 Jan 2008

Gaining and Losing Lexovans are either lost or gained in the formation of birgic

Gaining and Losing Lexovans are either lost or gained in the formation of birgic substances. In dactonic (non-birgic) substances, mergs achieve filled lexovan clives by sharing lexovans rather than by losing or gaining lexovans. Many dactonic substances are composed of mergs of nonrovans that do not readily lose lexovans. As you will see, the sharing of lexovans between two nonrovan mergs allows both mergs to complete their outer clives.

Gaining and Losing Lexovans are either lost or gained in the formation of birgic

Gaining and Losing Lexovans are either lost or gained in the formation of birgic substances. In dactonic (non-birgic) substances, mergs achieve filled lexovan clives by sharing lexovans rather than by losing or gaining lexovans. Many dactonic substances are composed of mergs of nonrovans that do not readily lose lexovans. As you will see, the sharing of lexovans between two nonrovan mergs allows both mergs to complete their outer clives.

Electrons are either lost or gained in the formation of ionic substances. In molecular

Electrons are either lost or gained in the formation of ionic substances. In molecular (non-ionic) substances, atoms achieve filled electron shells by sharing electrons rather than by losing or gaining electrons. Many molecular substances are composed of atoms of non-metals that do not readily lose electrons. As you will see, the sharing of electrons between two non-metallic atoms allows both atoms to complete their outer shells. Ref: Chemistry in the Community, 4 th ed.

What kind of science-related articles fascinate students most?

What kind of science-related articles fascinate students most?

Themes of reading materials: Ø STSE Ø nature of science Ø contemporary issue/hot topics

Themes of reading materials: Ø STSE Ø nature of science Ø contemporary issue/hot topics Ø historical and interesting stories Ø extension of chemistry topics learned

Electrons are either lost or gained in the formation of ionic substances. In molecular

Electrons are either lost or gained in the formation of ionic substances. In molecular (non-ionic) substances, atoms achieve filled electron shells by sharing electrons rather than by losing or gaining electrons. Many molecular substances are composed of atoms of non-metals that do not readily lose electrons. As you will see, the sharing of electrons between two non-metallic atoms allows both atoms to complete their outer shells. Ref: Chemistry in the Community, 4 th ed.

Comprehension strategies • Graphic organizers: maps, webs, graphs, charts, frames, or clusters… – to

Comprehension strategies • Graphic organizers: maps, webs, graphs, charts, frames, or clusters… – to help students focus on text structure – to provide students with tools they can use to examine and visually represent relationships in a text – to help students write well-organized summaries of a text.

Types of graphic organizers • • timeline fishbone map compare/contrast matrix problem-solution-evaluation diagram •

Types of graphic organizers • • timeline fishbone map compare/contrast matrix problem-solution-evaluation diagram • concept map • network tree • cycle http: //www. ncrel. org/sdrs/areas/issues/students/learning/lr 1 grorg. htm

KWLH chart K W What we know What we want What we to find

KWLH chart K W What we know What we want What we to find out learned after reading the first part L H How can we learn more after reading the rest

Let’s take a break

Let’s take a break

How to make students read actively? l What level of students is the assigned

How to make students read actively? l What level of students is the assigned article suitable for? l What topics related to Chemistry / science are associated with the article? l What activities will help students read the article actively? Plan 1 lesson for students regarding the reading of the article.

Reading or “active” reading? l Answering questions l Generating questions l Expressing opinions l

Reading or “active” reading? l Answering questions l Generating questions l Expressing opinions l Writing summary l Searching for more information and presenting the findings l Comparing information from different sources l Writing reflection

Active reading involves at least three elements: l. A purpose. Specific targets, instructions and

Active reading involves at least three elements: l. A purpose. Specific targets, instructions and goals are given. l A coach. Support, scaffolding, guidance and direction from the teacher are required. l Collaboration. In groups of two or three, two sources of feedback can be obtained: the text itself and other readers.

Different levels of comprehension l Asking Literal level Interpretive level Applied level for explicit

Different levels of comprehension l Asking Literal level Interpretive level Applied level for explicit information l Searching for answer to closed question l Inferring / evaluating l Making judgements l Answering open-ended questions

“Newsroom Project” by Queen’s University Use of newspapers in science teaching

“Newsroom Project” by Queen’s University Use of newspapers in science teaching

Why use material from newspapers? l To relate science to everyday life l To

Why use material from newspapers? l To relate science to everyday life l To provide material directly related to the curriculum content l To act as a starter in exploring some ideas about the nature of science l To explore cross-curricular themes l To teach students to read critically and develop an interest in reading about science l To raise awareness and interest in current issues related to science

Science News for Kids http: //www. sciencenewsforkids. org

Science News for Kids http: //www. sciencenewsforkids. org

Questions about the article: l Before reading ¡ In what ways can cars be

Questions about the article: l Before reading ¡ In what ways can cars be bad for the environment? ¡ What does “green” technology mean? l During ¡ What reading is a fuel cell? How does it work? ¡ Why aren’t there a large number of hydrogenpowered cars on the roads yet? …

l After reading ¡ Do you think that “green” cars will become more popular

l After reading ¡ Do you think that “green” cars will become more popular in the next few years than they are now? Why or why not? ¡ Compare the advantages of buying a new hybrid car with buying a cheaper used car? What would you recommend? ¡ If hydrogen fuel cells were readily available, what other uses could they have besides powering automobiles? …

More activities (Language Arts): l Interview three people who drive to learn how they

More activities (Language Arts): l Interview three people who drive to learn how they feel about hybrid or hydrogenpowered cars. What questions would you ask? Take the information you collect and write an article about people’s reaction to “green” cars.

l Which companies make hybrid cars? Make a chart listing hybrid cars now available

l Which companies make hybrid cars? Make a chart listing hybrid cars now available for sale. For each vehicle, write down its gas mileage (miles per gallon), and its weight and length. Write a paragraph recommending the car that you think is the best one on the list. Explain why.

Experience Sharing

Experience Sharing

Activity 2: How to assess student’s writing l Writing ¡ With task: reference to

Activity 2: How to assess student’s writing l Writing ¡ With task: reference to the information sheets, write an essay for F. 5 Chemistry students about the science of rechargeable lithium ion cell in not more than 250 words.

l Discussion: ¡ Which writing is the best? Why? ¡ Design a simple marking

l Discussion: ¡ Which writing is the best? Why? ¡ Design a simple marking scheme for this writing task. List some major criteria for the assessment.

Organization (6 marks) General guidelines for marking Organization (i) The essay should be clearly

Organization (6 marks) General guidelines for marking Organization (i) The essay should be clearly ORGANIZED, with suitable DIVISIONS, PARAGRAPHS AND SUB-HEADINGS. These should be clear to the reader. (ii) Terms must be clearly defined. (iii) The essay should be LOGICALLY organized. It must not be a list of facts. (iv) The essay should not contain a lot of irrelevant/superfluous material. Mark for C. K. Max. for Orgn. 10 -8 7 6 5 -4 3 -2 1 -0 6 5 4 3 2 1

Presentation (4 marks) This mark is awarded for the ability to present the organized

Presentation (4 marks) This mark is awarded for the ability to present the organized Chemical Knowledge in a suitable, meaningful and readable form. EQUATIONS, DIAGRAMS AND EXAMPLES are looked for. Max. for presentation Mark for C. K. 10 -7 6 -5 4 -3 <=2 4 3 2 1

Reference marking scheme l 2 marks: Reasons choosing Li-ion battery as compared with others

Reference marking scheme l 2 marks: Reasons choosing Li-ion battery as compared with others l 2 marks: Chemical principles including the half-equations l 1 mark: Use of Li-ion battery in daily life l 3 mark: Organization and presentation

l School-based assessment (SBA) Practical related task Non-practical related task Basic Chemical Analysis Experiment

l School-based assessment (SBA) Practical related task Non-practical related task Basic Chemical Analysis Experiment Investigative Study Assignment Weighting 20% 30% 20% S 5 ≧ 1 ≧ 3 1 ≧ 1 S 6

Thank you! Sophia Cheng sophiaslcheng@edb. gov. hk 3698 3439

Thank you! Sophia Cheng sophiaslcheng@edb. gov. hk 3698 3439