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Fall 2007

PROJECT PORTFOLIO GUIDELINES

 

FORMAT FOR INQUIRY SCIENCE ACTIVITIES AND DEMONSTRATIONS (to be included in your portfolio)

 

 

Each laboratory exercise you select for your portfolio should include separate sections related to I, II, III and IV.   You MYST cite your source if the lab, activity or demonstration is one that has been modified from a published source.

 

* items required in written lab, activity and demonstration write-ups

I. Lesson Plan for the teacher with:

Title of the lesson

Heading that identifies science course and topic. e.g. Living Environment – Mitosis

Instructional objectives e.g. SWBAT identify 4 different  stages of mitosis.

NYS Core Curriculum or NYC Science Performance Standards, and the National Science Education Standards met by the lesson

Materials and Set up.

Safety precautions

Science background information for the teacher

Procedure – step by step – including:

Motivation

Advance organizer, if necessary

Key questions and possible answers

Closure

References, useful resources, web sites

Evaluation and assessment

Helpful hints gleaned from your professional experiences e.g. students should work in groups of two (as cf. to 3s, 4s), students have trouble with

II.  Pre-Lab Assignments/worksheets for students with:

Aim:  e.g. How does mitosis occur? 

The pre-lab worksheet:  e.g. Use your knowledge of science and a science text to answer the following.   You could include a variety of open-ended, interesting questions with real-world connections to the science topic involved.

Any assignment related to topic in preparation for lab activity.

III.  Student’s Laboratory Instruction Sheet with:

* a.   Title of lab:  e.g. HOW DOES MITOSIS OCCUR?       

* b.   IOs / Student objectives e.g. You will be able to:

* c.   Materials and Safety Precautions

   d.   New or review vocabulary words used in lab.

* e.   Procedure.  Simple guidelines or specific instructions 1,2,3

* f.    Follow-up questions related to procedures in a through h.

* g.   Tables, references that students will use to plot, analyze data etc.

* h.   Drawing conclusions or wrap-up section.

* i    Extending the concepts, focusing on applications or implications.

         e.g  What do you think governs the process of mitosis? Explain why cells in the lining of the small intestine are replaced every few days while other cells, such as those of the nervous system, don't divide at all after maturity.

IV.  Student’s Laboratory Report Sheet with:

* a, g,h,i.  Include important questions that require students to use inquiry skills to compare outcomes, evaluate answers and implications,  analyze explanations and conclusions, generate hypotheses. Include open templates for graphs, data tables.

NOTE: Sections I with II & III with IV may be incorporated when appropriate.