Professional Documents
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Shell Education
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(cont.)
Bruners second (and some say the most important) point states that the teacher must specify the ways in which a body of knowledge should be structured so that it can be most readily grasped by students (Bruner 2004). He believed that teachers could present any problem to students as long as they simplify it so students can understand it. Whether the topic is chemistry or physics, or the concept is atomic structure or Newtons laws, Bruner thought it could be taught to any level of students. To do this, it must be represented by either enactive representation (a set of actions), iconic representation (a set of pictures), or symbolic representation (logical statements).
Sequencing
Bruners third principle states that the learner should be led through content sequentially. This will help students to understand and transfer the knowledge that is learned. First, students should complete hands-on activities that are concrete. Next, they should have a visual representation of the concept. Finally, students should move to using vocabulary or symbols having to do with the concept. He notes that this progression depends on individual learning styles.
Motivation
Bruners final principle is that rewards from the teacher should gradually decrease until students are wholly satisfied with their inward abilities to solve problems. It is important that students receive feedback so they can develop knowledge and understanding.
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(cont.)
2. 3.
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Magical Magnets
Inquiry-Based LearningMagical Magnets Name _____________________________________________________ Student Reproducibles
Overview of Activity
In this activity, students will use magnets to help them classify objects as either nonmetals or metals. The teacher will set up a box in the front of the room containing metal and nonmetal objects. Students will make predictions about what items will move with the help of a magnet and then they will perform experiments to find out which items are metals and which items are nonmetals.
Metals or Nonmetals
Directions: Write or draw each item in the first column. Will a magnet move the item? Put an X in the column you think is correct.
Item
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Skills Summary
Science Forces and motion Literacy Skill Gathering information Differentiation Strategy Inquiry-based learning (See page 204 for more information.)
Learning Standards
Students know that magnets can be used to make some things move without being touched. Students use a variety of sources to gather information.
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Magical Magnets
Preparation
(cont.)
Place various items in a big box at the front of the room. Include a set of metal materials such as paper clips, nuts, bolts, and washers. Also, place a set of nonmetals in the front of the room such as feathers, plastic, wood, marbles, rocks, string, etc. Have a large magnet or group of magnets at the front of the room.
Whole-Class Activity
1. Tell your students that it is possible for them to make some of these objects move using a magnet. Distribute copies of the Metals or Nonmetals activity sheet (page 220) to students. 2. Ask students to predict if they think each item is moved by magnets or not moved by magnets. They should record these predictions on their activity sheets. Model this for your students. 3. Have different students come up to the box, choose an item, and then test the item using a magnet. 4. Students will see that the magnets make the metal items move. They will also see that magnets do not have any affect on nonmetal items in the box. 5. When students have finished experimenting, discuss their findings. Explain that not all of the items have the same properties. Depending on these properties, the items moved or did not move when placed near the magnet. Ask students if they know the property in an item that determines whether or not it can be moved by a magnet. (Magnets only move metal objects.) Ask students to talk about their predictions and what they found out as a result of the experiments. 6. Make a master list on the board, showing the metals and nonmetals.
Assessment
Pay close attention to students as they respond to your questions. It might be helpful to use a popsicle-stick question method where students names are written on sticks. During the discussion, you choose a stick from your hand and ask that student a question about the experiment. This way all students have the chance to respond verbally and you can assess what they have comprehended during the experiment.
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Student Reproducibles
Metals or Nonmetals
Directions: Write or draw each item in the first column. Will a magnet move the item? Put an X in the column you think is correct.
Item
220
Shell Education