By Patricia D. Morrell, Kate Popejoy (eds.)
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7. Now have students work in small groups to create a drawing that explains what is inside the tube that makes it behave as they have observed. Have students share their results. 8. Guide a discussion that again prompts students to reflect on what they have done. In this case, they have worked to create explanations for how the mystery tube works. Their explanations are based upon both observations and inferences. Their explanations are analogous to a theory in science. Students can also be challenged at this point to think of ways that they could test their theory.
This activity can easily run more than 45 minutes. Discussion after Poster Presentation This part of the activity is the most important part. This is where the explicit discussion of NOS and SI takes place. I begin the discussion with these questions: • What do you think about this activity? • Compare and contrast the different posters, what do you see as trends? ; (4) are we “right” with our answer; (5) how come the other groups have different posters? Below are the bullet points that should be addressed during the explicit instruction to highlight NOS and SI.
This material will be used to secure the fossil data to the poster during the activity. It also allows students to describe what their thinking was as they discussed the challenge. Lesson with the Preservice Teachers: 1. Distribute the PBL scenario (see below) and read it out loud to the students. Evidence of Extraterrestrial Life in Antarctica Exploration of Antarctica has been ongoing with numerous countries collegially working together on the continent. Recently found in the dry valleys of Antarctica was a crater with unusual shapes that predate any life that we knew existed on Earth.
