13 April Science 8 Research, Plan, Prepare, Practice

What you should have:

  1. A document in your DSN with the annotated bibliography on your topic.
  2. A document in your DSN where you are outlining, writing your ideas, questions, and reflections about your topic. How is
  3. A document where you plan your discussion. (Consultation with Dr.F)
  4. A BRIEF slide presentation with main points, questions, etc. to help you lead the discussion.
  5. A document with the plan for the activity you will lead. (Consultation with Dr. F) This plan will include how the activity is connected to your topic and discussion. The projected time frame and details of procedure. Materials and plan for distributing. Expected outcomes.
  1. Conduct research, annotate sources, and compile an annotated bibliography: Well-respected, credible, reliable, valid, accurate websites, journals, in the news (BBC, NYT, NPR, TOI—other sources with approval), books, videos; Interviews and firsthand observations. Dr. F will post resources and links to resources. Be on the lookout!

You should look at 3-4 sources each day provided for research. The bibliography is arranged in alphabetical order by author’s last name. Include a minimum of 9 sources–reliable scientists, reliable information, reasoned (backed up with evidence) arguments, critiques, and policy recommendations. No references without author attribution (no Wikipedia, for example). Be very, very careful with blogposts and opinion sites. Be able to justify the sources you include.

Annotation format:

  • Bibliographic information in MLA or APA citation style. Complete and consistent.
  • Description of resource (context, type, etc.);
  • Summary of main ideas and important details;
  • Assessment of quality, validity, reliability, point of view, etc.;
  • Your reaction–what it makes you think of, what questions you have, how you feel about the implications of the ideas, facts, argument.
  1. Lead a class activity that is preferably interactive, hands-on/experiential, inquiry-oriented, thought-provoking. The activity should be clearly linked to the topic. Because the time is short you should focus on some aspect of the topic rather than try to encompass the entire topic.
  2. Create Presentation and lead a discussion that is directed toward understanding the science and the issues—Brainstorming Solutions—Present existing proposals for solutions. Class members should do most of the talking. The discussion leader asks questions, clarifies, keeps the discussion on track. This may be a new experience.
  3. You need to prepare for 25 minutes for both #2 and #3 above. Discuss with Dr. F how you might organize your 25 minutes.

Reporting standards:

  • SEP
  • Constructing Explanations and Designing Solutions
  • Obtaining, Evaluating, and Communicating Information
  • CCC
  • Systems and System Models
  • DCI
  • Ecosystem Dynamics, Functioning, and Resilience
  • Human Impacts on Earth Systems

Tentative schedule:

https://docs.google.com/spreadsheets/d/19pC9XXhM1UdcTXYIK-L8mVLhhweSaxLFMAXmwQCP3uY/edit?usp=sharing

Research and Preparation–you need to practice all aspects of your activity

  1. Conduct research, annotate sources, and compile an annotated bibliography: Well-respected, credible, reliable, valid, accurate websites, journals, in the news (BBC, NYT, NPR, TOI—other sources with approval), books, videos; Interviews and firsthand observations. Dr. F will post resources and links to resources. Be on the lookout!

You should look at 3-4 sources each day provided for research. The bibliography is arranged in alphabetical order by author’s last name. Include a minimum of 9 sources–reliable scientists, reliable information, reasoned (backed up with evidence) arguments, critiques, and policy recommendations. No references without author attribution (no Wikipedia, for example). Be very, very careful with blogposts and opinion sites. Be able to justify the sources you include.

Annotation format:

  • Bibliographic information in MLA or APA citation style. Complete and consistent.
  • Description of resource (context, type, etc.);
  • Summary of main ideas and important details;
  • Assessment of quality, validity, reliability, point of view, etc.;
  • Your reaction–what it makes you think of, what questions you have, how you feel about the implications of the ideas, facts, argument.
  1. Lead a class activity that is preferably interactive, hands-on/experiential, inquiry-oriented, thought-provoking. The activity should be clearly linked to the topic. Because the time is short you should focus on some aspect of the topic rather than try to encompass the entire topic.
  2. Create Presentation and lead a discussion that is directed toward understanding the science and the issues—Brainstorming Solutions—Present existing proposals for solutions. Class members should do most of the talking. The discussion leader asks questions, clarifies, keeps the discussion on track. This may be a new experience.
  3. You need to prepare for 25 minutes for both #2 and #3 above. Discuss with Dr. F how you might organize your 25 minutes.

Reporting standards:

  • SEP
  • Constructing Explanations and Designing Solutions
  • Obtaining, Evaluating, and Communicating Information
  • CCC
  • Systems and System Models
  • DCI
  • Ecosystem Dynamics, Functioning, and Resilience
  • Human Impacts on Earth Systems

Tentative schedule:

https://docs.google.com/spreadsheets/d/19pC9XXhM1UdcTXYIK-L8mVLhhweSaxLFMAXmwQCP3uY/edit?usp=sharing

Research and Preparation–you need to practice all aspects of your activity

About rfrazier

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