Lesson to Develop Scientific Literacy
Pre-Instruction:
Students will debate ideas, not people.
Students will be in groups at first to discuss what they believe in and then be placed in groups on what they believe to be true.
Students will make claims, ask for evidence and challenge students thinking by the claim that was made.
Ask students to look up information/definition in order to recognize information
When a point is made, the teacher will redirect the class to ensure everyone participates by asking, “what do the rest of you think?”
Have students think about this open mindedly, this will allow negotiate rather than “I am right and you are wrong” kind of thinking.
Story: Megan and Jessica were sisters and there favorite thing to do on a hot summer day was to go swimming. Everyday they were assigned chores to do and when completed, they received a dollar each. Sometimes Jessica, who was the oldest, would save her money …show more content…
Why?”
“Do you have any evidence?”
“How could have the bully taken her money?”
Megan took Jessica’s money
“Who agrees that Megan took Jessica’s money?”
“Does anyone disagree? Why?”
“Do you have any evidence?”
“How could have Megan taken her money?”
The money fell out of the bag
“Who agrees that the money fell out of the bag as Jessica was walking to the pool?”
Does anyone disagree? Why?
Do you have any evidence?
Megan found the money that fell out of Jessica’s bag.
“Who agrees that Megan took Jessica’s money?”
“Does anyone disagree? Why?”
“Do you have any evidence?”
“How could have Megan taken her money?”
Finishing the Story: Jessica stormed to the concession stand and said, “Where did you get that money, my money is gone?” Megan said I found it as I was walking to the pool, it was laying on the sidewalk. Jessica began to cry, “I think that was my money, I had a hole in my bag, and my money is gone.” Megan said, “I am sorry Jessica, here you can have my ice cream
Pre-Instruction:
Students will debate ideas, not people.
Students will be in groups at first to discuss what they believe in and then be placed in groups on what they believe to be true.
Students will make claims, ask for evidence and challenge students thinking by the claim that was made.
Ask students to look up information/definition in order to recognize information
When a point is made, the teacher will redirect the class to ensure everyone participates by asking, “what do the rest of you think?”
Have students think about this open mindedly, this will allow negotiate rather than “I am right and you are wrong” kind of thinking.
Story: Megan and Jessica were sisters and there favorite thing to do on a hot summer day was to go swimming. Everyday they were assigned chores to do and when completed, they received a dollar each. Sometimes Jessica, who was the oldest, would save her money …show more content…
Why?”
“Do you have any evidence?”
“How could have the bully taken her money?”
Megan took Jessica’s money
“Who agrees that Megan took Jessica’s money?”
“Does anyone disagree? Why?”
“Do you have any evidence?”
“How could have Megan taken her money?”
The money fell out of the bag
“Who agrees that the money fell out of the bag as Jessica was walking to the pool?”
Does anyone disagree? Why?
Do you have any evidence?
Megan found the money that fell out of Jessica’s bag.
“Who agrees that Megan took Jessica’s money?”
“Does anyone disagree? Why?”
“Do you have any evidence?”
“How could have Megan taken her money?”
Finishing the Story: Jessica stormed to the concession stand and said, “Where did you get that money, my money is gone?” Megan said I found it as I was walking to the pool, it was laying on the sidewalk. Jessica began to cry, “I think that was my money, I had a hole in my bag, and my money is gone.” Megan said, “I am sorry Jessica, here you can have my ice cream