Difference between revisions of "Unit Two: Helping Students Interpret and use data-intensive documents"

From KNILT
Line 18: Line 18:
  
 
==Mini-Lecture==
 
==Mini-Lecture==
 
+
Supporting Scientific Text:
 
Read the following article about teaching interpretation skills for science documents:
 
Read the following article about teaching interpretation skills for science documents:
 
   
 
   
 
https://www.edutopia.org/article/supporting-literacy-science-classroom
 
https://www.edutopia.org/article/supporting-literacy-science-classroom
 +
 +
Interpreting charts/tables
  
 
Throughout my years of teaching science, I have noticed that many students come into the class without the knowledge needed to chart or graph data. Many times science teachers take for granted that students will know how to chart and graph information. Unfortunately, this is often not the case and if students do not know how to interpret these types of data intensive documents, they are not going to be able to achieve our definition of science literacy. In order to understand complex systems students need to be able to interpret the documents that scientists use to disseminate information. The above article gave us several strategies for helping students understand scientific texts and documents.
 
Throughout my years of teaching science, I have noticed that many students come into the class without the knowledge needed to chart or graph data. Many times science teachers take for granted that students will know how to chart and graph information. Unfortunately, this is often not the case and if students do not know how to interpret these types of data intensive documents, they are not going to be able to achieve our definition of science literacy. In order to understand complex systems students need to be able to interpret the documents that scientists use to disseminate information. The above article gave us several strategies for helping students understand scientific texts and documents.
 +
 +
Interpreting Graphs:
 +
 +
 +
Interpreting Diagrams:
  
 
==Work Period==
 
==Work Period==

Revision as of 10:48, 1 May 2020

Return to: Go to: ETAP 623 Spring 2020 (Zhang) | Brian's Profile Page | Unit 3: Creating data intensive documents


Learning Objectives

  1. Learners will be able to identify types of data intensive media
  2. Learners will identify strategies for teaching interpretation of data intensive media
  3. Explain the benefit of data using intensive media in the classroom

Do Now

Think about your experience as a science teacher, or your future as a science teacher, and list the types of scientific documents you need students to understand. List the documents and provide a brief summary for how you go about helping students interpret them. Use the following discussion space to post your initial ideas: Talk: Discussion Unit 2

After you have done this, watch the embedded video in the following link and see what strategies you use that were mentioned in the video.

http://www.mtscienceducation.org/toolkit-home/scientific-engineering-practices/analyzing-interpreting-data/

Mini-Lecture

Supporting Scientific Text: Read the following article about teaching interpretation skills for science documents:

https://www.edutopia.org/article/supporting-literacy-science-classroom

Interpreting charts/tables

Throughout my years of teaching science, I have noticed that many students come into the class without the knowledge needed to chart or graph data. Many times science teachers take for granted that students will know how to chart and graph information. Unfortunately, this is often not the case and if students do not know how to interpret these types of data intensive documents, they are not going to be able to achieve our definition of science literacy. In order to understand complex systems students need to be able to interpret the documents that scientists use to disseminate information. The above article gave us several strategies for helping students understand scientific texts and documents.

Interpreting Graphs:


Interpreting Diagrams:

Work Period

Summary/Conclusion

References