Activity 1.2 The Crinoid Stem and the Nature of Science Teaching

ACTIVITY 1.2: THE CRINOID STEM AND THE NATURE OF SCIENCE TEACHING

To explore the nature of science teaching, you are going to plan at least two microteaching lessons based on the following ideas and carry them out with a group of peers or a group of secondary students. One of the microteaching lessons should be selected from the list entitled engagement mode, and the other microteaching lesson should be selected from the list entitled delivery mode.

Materials

Collection of fossils of the same species, metric rulers, crayons or marking pens, newsprint, bell caps, string and glue, and other materials and equipment to teach the microteaching lesson.

Procedure

1. Divide into groups and select a task from either the engagement or delivery mode of teaching. Your group is to prepare a ten minute microteaching lesson based on the task you selected. You can teach the lesson to either a peer group or a group of secondary students. You may want to video tape the lesson so that you can replay it.

2. When groups are finished, one member should present their group's results to the whole class.

Minds-on Strategies

1. Evaluate the lesson by comparing the engagement mode to the delivery mode of instruction by considering the following questions: Was there evidence of curiosity on the part of the students during the lesson? Did the students show their creativity? Did they ask questions? Was there an aesthetic dimension in the lesson? Which lesson model did the students (learners) prefer? Which lesson did the teachers prefer?

2. Which approach do you think is more motivational? Why?

Engagement Versus Delivery Modes of Teaching

Engagement Mode

Delivery Mode

Task 1. You are a group of scientists. Make as long of a list of observations of the crinoid as your group can. When your group has completed the list, ask the instructor for the second part of your activity.

Note: be sure to write your list on a large sheet of chart paper; you can use more than words!

Part b.

Classify each of the observations your group made according to the human sense used for each observation, e.g. F= feel, touch; T= taste; S= smell; E= sight, eyes; H= hearing, sound; O= other senses

Task 1. Lecture and carry out a discussion on the physical characteristics of the fossil. Be sure to include observations that require the use of the five senses.

Task 2. You are a group of mathematicians. Measure the diameters (in centimeters) of at least 20 crinoids. (You will have to visit other groups in order to get a total of 20 measurements. Send out four of your group to measure five crinoids each while the remaining ones measure your crinoids.) Make a population graph of the crinoids you measured. Set up the graph like this one:

Task 2. Discuss the population characteristics of the fossil. Focus attention on one characteristic, namely diameter (if you use crinoids). Explain the terms fossil, population graph and diameter to the students.

Task 3. You are a group composed of historians, anthropologists, and geologists. Use your imaginative side and draw a complete picture of what your team thinks the crinoid looks like. You only are looking at a piece of the animal. How do you think it looks as a complete creature? Does it have a head? Does it have feet? How does it move?

Special note: When you draw your creature, put the creature in the context of an environment. Ask your group: Where does this creature live? Does it live alone? Or are there others about? What does it eat for food? How does it get its food? Who are its predators?

Task 3. Introduce the students to the concept of environment. Use the fossil crinoid as the species to study. Use diagrams and pictures so that the students will be able to describe the ecological characteristics of the crinoids' environment.

Task 4. You are a group of writers. Poets! Your task is to prepare several poems about the crinoid that your group will read to a group of fellow teachers. Write several poems, called Syntus, using the following formula:

Line 1: Single word or concept such as fossil, crinoid, age, time

Line 2: An observation of line 1

Line 3: An inference about line 1

Line 4: A feeling about line 1

Line 5: A synonym of line 1

Note 1: Brainstorm observations, inferences, and feelings about the crinoid. Try to think about being the crinoid, living when it lived (400 million years ago). Use the results of your brainstorming to create your syntus.

Note 2: Write your final products on sheets of chart paper. Make them colorful, and easy to read from a distance.

Task 4. Give a brief lecture on the fossils so that students will be able to describe what fossils are, how they are formed, what they tell us about the earth, and what they are used for. The students should be able to write a brief essay on fossils as a result of your presentation.

Task 5. You are a group of artists. Your task is to make pendants using the crinoids, bell caps, gold or silver chain, and glue. After your group has made pendants, show other groups how to do the same.

Task 5. Deliver a lecture on the artistic and practical aspects of fossils. How are fossils used in arts and crafts? What people in the community would have a use for fossils?

Engagement Versus Delivery Modes of Teaching
Engagement Mode	Delivery Mode
Task 1. You are a group of scientists. Make as long of a list of observations of the crinoid as your group can. When your group has completed the list, ask the instructor for the second part of your activity. Note: be sure to write your list on a large sheet of chart paper; you can use more than words! Part b. Classify each of the observations your group made according to the human sense used for each observation, e.g. F= feel, touch; T= taste; S= smell; E= sight, eyes; H= hearing, sound; O= other senses	Task 1. Lecture and carry out a discussion on the physical characteristics of the fossil. Be sure to include observations that require the use of the five senses.
Task 2. You are a group of mathematicians. Measure the diameters (in centimeters) of at least 20 crinoids. (You will have to visit other groups in order to get a total of 20 measurements. Send out four of your group to measure five crinoids each while the remaining ones measure your crinoids.) Make a population graph of the crinoids you measured. Set up the graph like this one:	Task 2. Discuss the population characteristics of the fossil. Focus attention on one characteristic, namely diameter (if you use crinoids). Explain the terms fossil, population graph and diameter to the students.
Task 3. You are a group composed of historians, anthropologists, and geologists. Use your imaginative side and draw a complete picture of what your team thinks the crinoid looks like. You only are looking at a piece of the animal. How do you think it looks as a complete creature? Does it have a head? Does it have feet? How does it move? Special note: When you draw your creature, put the creature in the context of an environment. Ask your group: Where does this creature live? Does it live alone? Or are there others about? What does it eat for food? How does it get its food? Who are its predators?	Task 3. Introduce the students to the concept of environment. Use the fossil crinoid as the species to study. Use diagrams and pictures so that the students will be able to describe the ecological characteristics of the crinoids' environment.
Task 4. You are a group of writers. Poets! Your task is to prepare several poems about the crinoid that your group will read to a group of fellow teachers. Write several poems, called Syntus, using the following formula: Line 1: Single word or concept such as fossil, crinoid, age, time Line 2: An observation of line 1 Line 3: An inference about line 1 Line 4: A feeling about line 1 Line 5: A synonym of line 1 Note 1: Brainstorm observations, inferences, and feelings about the crinoid. Try to think about being the crinoid, living when it lived (400 million years ago). Use the results of your brainstorming to create your syntus. Note 2: Write your final products on sheets of chart paper. Make them colorful, and easy to read from a distance.	Task 4. Give a brief lecture on the fossils so that students will be able to describe what fossils are, how they are formed, what they tell us about the earth, and what they are used for. The students should be able to write a brief essay on fossils as a result of your presentation.
Task 5. You are a group of artists. Your task is to make pendants using the crinoids, bell caps, gold or silver chain, and glue. After your group has made pendants, show other groups how to do the same.	Task 5. Deliver a lecture on the artistic and practical aspects of fossils. How are fossils used in arts and crafts? What people in the community would have a use for fossils?