Scaffolds to Support Students
Where are students likely to have difficulty? What scaffolds will you use to assist them (include specific examples)?
Conducting research -> Research Activity; Identifying reliable sources
Formulating useful questions for experts -> Gallery Walk
How to make graphs for presentations -> Graphing PowerPoint
Making and solving mathematical model -> Show Me The MONEY
Where are students likely to have misconceptions about the content? How will you address these (include specific examples)?
Students are likely to overlook many constraints farmers must consider when deciding what crops to plant, such as crop rotation, water availability, etc. Because students would be likely to oversimplify the process of deciding what crop(s) to plant, farmers will be brought in to address any misconceptions students might have about the process.
Students also might have the misconceptions that corn and soybeans are the only crops that can be grown in Indiana or that fuel crops and food crops are mutually exclusive. The crop sorting activity was designed to address these misconceptions. By completing this activity, students will not only see a variety of different possible crops, but will also see that some can be used for both food and fuel--such as corn and soybeans.
Students also might have heard myths about biofuels and come to class with misconceptions. When we learn of misconceptions students have, we will prompt them to think hard about what, if any, evidence they have to back these misconceptions. We will encourage them to do more research on their own about the particular myth. In addition, we will provide them with just-in-time activities for how to conduct internet research and how to identify reliable resources.
Conducting research -> Research Activity; Identifying reliable sources
Formulating useful questions for experts -> Gallery Walk
How to make graphs for presentations -> Graphing PowerPoint
Making and solving mathematical model -> Show Me The MONEY
Where are students likely to have misconceptions about the content? How will you address these (include specific examples)?
Students are likely to overlook many constraints farmers must consider when deciding what crops to plant, such as crop rotation, water availability, etc. Because students would be likely to oversimplify the process of deciding what crop(s) to plant, farmers will be brought in to address any misconceptions students might have about the process.
Students also might have the misconceptions that corn and soybeans are the only crops that can be grown in Indiana or that fuel crops and food crops are mutually exclusive. The crop sorting activity was designed to address these misconceptions. By completing this activity, students will not only see a variety of different possible crops, but will also see that some can be used for both food and fuel--such as corn and soybeans.
Students also might have heard myths about biofuels and come to class with misconceptions. When we learn of misconceptions students have, we will prompt them to think hard about what, if any, evidence they have to back these misconceptions. We will encourage them to do more research on their own about the particular myth. In addition, we will provide them with just-in-time activities for how to conduct internet research and how to identify reliable resources.
jit_activity_tips_search_internet.doc | |
File Size: | 33 kb |
File Type: | doc |
graphing.pptx | |
File Size: | 1004 kb |
File Type: | pptx |
showmethemoney.docx | |
File Size: | 117 kb |
File Type: | docx |
sorting_biomass_and_biofuel_crops_activities.docx | |
File Size: | 18 kb |
File Type: | docx |
tips_for_searching_the_internet.pdf | |
File Size: | 121 kb |
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show_me_the_money.pdf | |
File Size: | 306 kb |
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sorting_biomass_and_biofuel_cros_activity_document.pdf | |
File Size: | 178 kb |
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