Shannon Coffey April 6, 2011 Etec 530, University of British Columbia Assignment #2

Lesson Plan: This lesson will address the following prescribed learning outcomes in the British Columbia science 10 curriculum: C5. Explain radioactivity using modern atomic theory. A6. Describe the relationship between scientific principles and technology. Give example of scientific principles that have resulted in the development of technologies. A4. Demonstrate scientific literacy. Explain how science and technology affect individuals, society, and the environment. A7. Demonstrate competence in the use of technologies specific to investigate procedure and research Proficiently use the Internet as a research tool. Topic: Advantages & Disadvantages of Nuclear Power This lesson has been designed for online delivery to a class of 28 students and is accessible on the internet, http://sciencecoffey.pbworks.com/w/page/38631548/Science10-Workspace. Although it is a work in progress, it is functioning in its current form. Descriptive overview of online lesson: Activity 1: Brainstorm Advantages & Disadvantages of Nuclear Power Student will be assigned to work in small groups of 4 students. Each group has a web page to collectively record their brainstorm thoughts on the advantages and disadvantages of nuclear power and any further questions they have Activity 2: Research Students will work with a partner from their group One group will research three advantages of nuclear power, the other group will research three disadvantages Research notes will be collectively recorded on a web page for the group Activity 3: Analyse and Report Students will review their research and come to a consensus to the question Do you support the use of nuclear power?

Students will work with their groups to write one report which summarizes their research and reports the groups response to the question Do you support the use of nuclear power? The report will be done on a web page and may include images, videos, and links.

Activity 4: Reflection This is an individual activity. Students are to review their reports as well as read over at least two other groups reports. Students are to write a response to Have your views on nuclear power changed? If so, how? What information did you learn during this activity that you did not know before that changed your mind or further supported your position? Their reflection will be emailed to their teacher. Discussion and Analysis of Lesson This lesson was designed using the stages characteristic of constructivist teaching described by Driver and Oldham (1986): orientation, elicitation, restructuring of ideas, application of ideas, and review (as cited in Mathews, 1984). 1. Orientation It is pointed out that many countries use nuclear power and disasters have happened. The question Why is nuclear power used when it has the potential to cause so much damage when an accident occurs? was used to relate the topic to the real world and motivate students to learn more about the topic. 2. Elicitation Students brainstorm ideas they hold about the advantages and disadvantages of using nuclear power. 3. Restructuring of Ideas a. Clarification and Exchange - Recording the brainstorm ideas on a webpage in groups of four promotes student discussion and clarification of ideas. b. Construction of New Ideas Discussion of the brainstorm ideas with other students will introduce students to new ideas. Doing research on the internet will allow students to develop their current ideas as well as discovery of new information. c. Evaluation Students will reflect on the research their small group has done and weigh the advantages and disadvantages against each other as they come to a consensus to the problem Do you support the use of nuclear power? 4. Application of Ideas Student will use their research findings to support their decision to the problem and prepare a report on a web page showing their conclusion.

5. Review Students are to reflect on how their ideas about nuclear power have changed during the lesson by writing an individual response and emailing it to the teacher. A modification of the Driver and Oldham instructional model is called the Constructivist Instructional Model (CIM) and embodies the similar instructional principles. Therefore the described lesson contains all the elements of CIM. The PredictObserve-Explain (POE) model (White & Gunstone, 1982) is not a good fit to this lesson as the concepts are not related to sequential events. A model used to explain students learning is the Conceptual Change Model (CCM) (Posner et al., 1982). Assimilation occurs when a person is able to use their current knowledge to deal with new concepts, accommodation occurs when a person must reorganize or change their existing knowledge structure to deal with new concepts. According to CCM for accommodation to occur, the student must recognize dissatisfaction with their current knowledge and if the new concept is intelligible, plausible, and satisfactorily resolves the mental conflict chance are higher that accommodation will occur. In the described lesson it is likely students will have prior knowledge regarding nuclear power use, what they learn during the research phase of the lesson may require accommodation rather than assimilation depending on their previous knowledge. Having students identify their prior knowledge during the brainstorm activity sets the stage for conceptual change. As they work through the research phase and collaborate with their peers, they will be able to identify discrepancies in their knowledge and work towards conceptual change. It is likely students will regard the new concepts as intelligible and plausible as the source of the new information is the internet, a source students associate with authenticity or the real world. If students see the new concept as satisfactorily resolving the dissatisfaction they hold with their existing knowledge, it is likely accommodation will occur and a change in stance on the use of nuclear power may occur. Criteria to judge the lesson: I have based my criteria for evaluating a lesson based on the identified best practices for constructivist e-learning described by Beers, Wilson, & Kearns (2003). I have chosen and summarized the practices that I feel are the most important to my situation as a classroom teacher implementing lessons in a computer lab. The purpose of this building this criteria list is to have a quick check list of criteria that a lesson based on constructivist strategies should contain. I chose not to base it on specific constructivist methodologies or strategies such as problem-based learning, CIM, POE, and CCM as constructivist lessons may incorporate prescribed strategies in their entirety, in pieces, or not at all and still use the principles of constructivism.

Checklist for a Constructivist Lesson Plan: Criteria 1. Student prior knowledge is identified 2. Students address a problem, project, question, or issue 3. Students use real world information sources (i.e. primary information sources, internet, direct observation of events) 4. Students direct the path their construction of knowledge follows Check Y Y Description Brainstorm activity Do you support the use of nuclear power

Internet

5. Student learning is supported with scaffolding when working beyond their capacities. 6. Students communicate with each other to discuss and clarify ideas.

Students choose the topics they research within the parameters of advantages and disadvantages of nuclear power. Students design their own web page to report their research findings and state their position. Templates are proved on web pages for brainstorm activity and research notes.

7. Students work in cooperative groups requiring collaborative and interdependent relationships. 8. Students evaluate the assembled content 9. Students reflect on their knowledge construction

Working in groups of 4 collaboratively on designated web pages will provide a place for communication. If students are working in the same computer lab, they will also be able to converse with each other. Students have designated roles in the research activity. More structure could be put in place for roles in creating the report, however it is a short project and the teacher will be able to check that everyone contributed. Students are responsible for the quality of their final report. They will also be observing other groups work. Students send a personal reflection of the lesson to the teacher.

References: Driver, R., & Oldham, V. (1986). A Constructivist Approach to Curriculum Development in Science. Studies in Science Education, 13105-22. Beers, M., Wilson, M., & Kearns, M. (2003). Constructivist e-learning methodologies: A Module development guide. Learning Resources Unit at British Columbia Institute of Technology, Burnaby, British Columbia. Matthews, M. R. (1994). Science Teaching. New York: Routledge, chapter 7. Ministry of Education, Province of British Columbia. (2008). Science Grade 10 Integrated Resource Package 2008. GT Publishing Services, Ltd. ISBN 978-0-7726-5975-0 Posner, G.J, Strike, K.A, Hewson, P. W & Gertzog, W.A (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education. 66(2), 211-227. White, R. & Gunstone, R. F. (1992). Probing Understanding. London: The Falmer Press, Chapter 3.