Lydia Zeller
QTC #6 (Chapter 7)
March 10, 2014
Question 1:
What is an example of an authentic activity that you can use
in your class room? (Specific to your content area) - Understanding
Question 2: analyze, evaluate, create
How will your student look at the authentic activity you
created and connect the information to their lives? - Evaluate
1. I am elementary content area so a fun, but age appropriate authentic activity could be to create something they encounter in real life by having an experiment to create it in science. We could make our own bouncy ball or silly putty for example.
ReplyDelete2. They have most likely encountered these items in real life so learning what they are made of or how to make them yourselves could be interesting and get them engaged in the scientific process in a different way.
1. I could have my second graders write a short story about a real life story they think they may encounter in the next year of their life or one they have already experienced, and have them also write in their story how they will solve or solved the problem. This would work on their writing and problem solving skills.
ReplyDelete2. The children will write about something they have either already experienced, or something they have a fear of experiencing. Then they will be able to explain how they overcame or will overcome their problem which allows the children to work with their problem solving skills, and when they look back and read that story they will feel a sense of accomplishment for overcoming or knowing how they are going to overcome their problem.
1. There are many ways to tie authentic activities into science, but I will specifically address my Botany/Zoology class. I can open a lesson on plant adaptations with having them write about their own apparel in the winter compared to their apparel in the summer. From here, I can describe how plants also adapt to their environments and changes that occur.
ReplyDelete2. The point of this activity is simple. How can students (or any human) feel a true connection and find interest in studying a plant? Relating to it. When students realize that they actually have a lot in common with plants (from where we get oxygen to performing similar behaviors- adaptations), they will be more interested in learning about them and seeing just how similar they are to one another. It tends to interest students that plants have a sort of psychology going on within them just as we do.
1. I am currently having the students learn about genetic disorders and presenting a topic to the class. They are reinforcing the genetic material that is part of their curriculum and also practicing presentations that they will most definitely do through the rest of their educational careers and potentially as well as future careers.
ReplyDelete2. Many of the students are connecting to their lives because they have chosen topics that affect themselves or people they know (family/friends).
Comments:
I believe my first question could also fit under apply. The question not only asks for an example but an example specific for each teacher.
My second question potentially could be considered an evaluation question. You can evaluate the students learning and the students could evaluate the lesson and what they learned. Feed back and evaluation both ways.