Difference between revisions of "Unit One: Scientific Literacy"
From KNILT
Bdesrochers (talk | contribs) |
Bdesrochers (talk | contribs) |
||
| Line 22: | Line 22: | ||
==Mini-Lecture== | ==Mini-Lecture== | ||
| − | == | + | ==Work Period== |
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
==Ticket out the Door== | ==Ticket out the Door== | ||
Revision as of 08:11, 28 April 2020
Return to: Go to: ETAP 623 Spring 2020 (Zhang) | Brian's Profile Page
Learning Objectives
- Learners will be asked to create their own definition of scientific literacy.
- Learners will predict how data intensive documents compliment scientific literacy
Do Now
Part 1
- Using your current knowledge of science, come up with a definition of what you believe it means to be scientifically literate. Think about what it means to:
- Understand Science
- "Do Science"
- Communicate in Science
- Share ideas in science
Part 2
- Watch the following YouTube video and revisit your definition of scientific literacy. After watching the video, re-write your definition of scientific literacy and write down any questions you may have. Write your initial ideas for how data intensive documents play a role in scientific literacy.
https://www.youtube.com/watch?v=b-EsmVbIjLU
Mini-Lecture
Work Period
Ticket out the Door
MY QUESTION
- During your learning activities for this unit you watched another video that demonstrated the different rungs of Blooms Taxonomy, as well as worked with some common geography questions. Can you determine a students ability from those two geography activities, what students may struggle with those types of questions? In what ways could you take those same questions based around the map and make them into higher-level questions for your students?
