Educational Psychology Essay assignment Ch1



Educational Psychology Essay assignment Ch12

I WILL NOT ACCEPT LATE ASSIGNMENTS (I will accept homework assignments via email, fax, slipped under my door, turned in by a friend etc. as long as they are on-time or early)

*Please answer the questions on a separate piece of paper. You do not need to copy the questions. I encourage you to do this on a word processor and print multiple copies or photocopy your answers so that you have them to review for the test (especially for the last chapter before the exam).

*You may NOT work in groups on homework assignments (you must have your own answer)

Short Essay Questions (answer all essay questions in complete sentences. Define all psychological terms that you use. Use at least 6 sentences per question)

1. Go through the included lesson plan on Underwater Animals and determine which parts are consistent with teacher-centered lesson planning and which are consistent with learner-centered lesson planning. Find at least two examples of each type of lesson planning. Make sure to include definitions for teacher and learner-centered learning.

2. First, briefly describe the 6 levels of Bloom's taxonomy (cognitive). What levels of Bloom's taxonomy are the objectives for the lesson plan on Underwater Animals written at? Is/Are the level(s) (of Bloom's taxonomy) appropriate given the age this lesson is intended for, why or why not? [In the text fig 12.3, the lowest, easiest levels of the taxonomy are at the top, the more complex levels are lower down]

Learning Goals for Chapter 12

1. Explain what is involved in classroom learning.

2. Identify important forms of teacher-centered instruction.

3. Discuss important forms of learner-centered instruction.

4. Summarize how to effectively use technology

to help children learn.

UNDERWATER ANIMALS

Objectives:

1. Students will define the term blubber

2. Students will analyze the function of blubber

Materials:

The following materials will be required for each group:

|• |Rubber gloves |

|• |Large bowl |

|• |Water |

|• |Ice |

|• |Solid vegetable shortening |

|• |Outdoor thermometer (optional) |

Vocabulary:

Adapt, Mammals, Breeching, Predator, Species

Procedures:

1. Before beginning this activity, students should have the following background information:

1. Whales, seals, dolphins, and porpoises are not fish, but mammals, which means they are warm blooded.

2. Warm-blooded animals’ body temperatures remain constant; their body temperatures do not adjust to changes in the surrounding temperature.

3. Warm-blooded animals, in order to maintain a constant body temperature, need a way to keep warm when the surrounding temperature is cold.

2. Ask students how they think sea mammals—such as whales, seals, dolphins, and porpoises—stay warm in cold water.

3. Make sure students know what blubber is—a thick layer of fat beneath the skin of sea mammals. Tell them that they are going to do an experiment to find out how blubber helps sea mammals stay warm.

4. Divide the class into groups, giving each group a large bowl filled with cold water and ice cubes and a rubber glove.

5. Direct students to take turns putting on the rubber glove and submerging the gloved hand in the ice water for 30 seconds. Have each student tell the group how his or her hand feels after being submerged. (If you wish, have the student insert a thermometer into the glove and wait one minute until the temperature registers.)

6. Tell students to record each student’s reaction (and optional thermometer reading) on a chart. The chart should have columns for group members’ names and for members’ reactions (and an optional column for thermometer readings) without “blubber.” The chart should also have a column for reactions (and an optional column for thermometer readings) with “blubber.” Finally, the chart should include a fill in section for the group to write the definition of blubber as well as a free response section where there group hypothesizes about what they believe the function of blubber is. For younger students the teacher will need to help the class with the writing component.

7. Next, have students take turns repeating the procedure, with each group member thickly coating his or her hand with solid vegetable shortening before putting on the glove. Have each student tell the group how his or her hand feels this time. (If using a thermometer to measure the temperature, students should wait until the thermometer registers room temperature again before proceeding with this step.) Group members should add data from this step to their chart.

8. Discuss results with the class. Why did students’ hands feel warmer when coated with solid vegetable shortening than when uncoated? What does this experiment tell them about the function of blubber in sea mammals?

9. Have students wash their hands with soap and water after the experiment

Adaptations:

|Younger students will need help coating their hands with the shortening and with cleaning up. If students will record data on charts, you |

|might prepare the charts for the students in advance. Rather than have students work on their own, you might have one or more volunteers |

|perform the experiment, with your help, as a demonstration for the class. |

Discussion Questions:

1. Besides blubber, what are some other physical characteristics that help keep animals keep warm in cold climates?

2. Think of some animals that live in cold climates and some that live in hot climates. Compare and contrast their physical characteristics.

3. Humans have a layer of fat under the skin, but not enough to keep us warm. How do humans keep warm in cold weather?

4. Underwater mammals differ in many ways from mammals that live on land. In what ways are land mammals and underwater mammals similar? What common characteristics qualify both groups of animals to be called mammals?

Evaluation:

|You can evaluate groups on their charts using the following three-point rubric: |

| |

|Three points: well designed; clear and carefully prepared; each group member’s name and reaction (and thermometer reading) listed, |

|definition is accurate and summary of function shows thought (but is not necessarily accurate) |

|Two points: adequately designed; legible and satisfactorily prepared; some data missing, definition and/or function do not show adequate |

|effort |

|One point: inadequately designed; carelessly prepared; significant data missing, definition and/or function are absent or show very little |

|effort |

| |

|You can ask your students to contribute to the assessment rubric by determining several acceptable ways the chart could be designed. |

Extensions:

Eight Things about Sharks

Invite students to brainstorm ideas and questions about sharks. Then encourage them to do research to answer any questions they have. Have each student or group of students create a storyboard for a television documentary about sharks. Each student or group should fold a large sheet of paper into eight parts and illustrate or write eight of the important ideas about sharks they would want to show. Students should write captions for all drawings.

Standards:

This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.

Grade level: K-2

Subject area: life science

Standard:

Knows about the diversity and unity that characterize life.

Benchmarks:

Knows that plants and animals have external features that help them thrive in different environments.

Credit:

Summer Productions, Inc.



Copyright 2001 .

Teachers may reproduce copies of these materials for classroom use only.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download