Middle/Secondary Science Scenario Cards
Card
Number
Middle/Secondary Science Scenario Card
1
You, as a teacher, design a unit on drinking water by organizing
lecture/discussion materials, and designing laboratory activities.
2
You, as a teacher, have your students first engage in laboratory activities,
then follow-up with class discussion.
3
You have each student select a topic from a list that you provide. Working
individually, the students may use the school library and/or the Internet as
resources for writing a report on their selected topic.
4
As a means of assessment, you have students role-play the process of meiosis.
5
To help your students understand arthropod characteristics, you organize a
series of stations. Each station contains representatives from a different class
of arthropods.
6
You, as a teacher, decide the best way for students to learn about volcanoes is
to have them build models of volcanoes.
7
In a weather unit, you have students take daily temperature and rainfall
readings, as well as estimate wind speeds.
8
As a teacher, you organize a unit on drinking water by having students design
their own investigations related to drinking water.
9
You, as teacher, begin a new unit by presenting basic background
information and terminology before moving into the laboratory activities.
10
You, as a teacher, begin a pendulum unit by giving students strings and
weights. By letting the students explore on their own, they will be able to
discover which variable (length of string or mass) affects the number of
swings per minute.
11
You, as a teacher, decide the best way for your students to learn about
organic compounds is to organize the students into small groups. Each small
group will present information on a different type of organic compound.
12
As a means of assessment, you give the students a multiple-choice exam.
13
As a teacher, you begin a unit on light by asking students to explain how they
can see the writing on the chalkboard.
14
As a teacher, you decide the best way to teach photosynthesis is to design a
well- organized series of lectures.
In a unit on evolution, you have students debate creation vs. evolution.
15
When designing laboratory activities, you include clear, easy to follow, step-
16
17
by-step directions for the procedure.
As a chemistry teacher, you have the students memorize the first 20 elements
of the periodic table.
18
In planning a unit, you collect a variety of activities for the students to do.
You organize the unit by doing a different activity each day.
19
20
As a teacher, you have your students observe earthworms and generate
questions about earthworm behavior. Each small group designs and carries
out their own experiment to test a hypothesis related to the group’s questions.
As a teacher, you begin a unit on plate tectonics by having your students read
the chapter in the book.
Card
Number
Biology Scenario Card
1
As a teacher, you begin the year by having students learn
how to use a microscope.
2
In teaching a unit on cells, you begin the unit by presenting information on cell
structures and their corresponding functions.
3
As a teacher, you have students place potato cubes of varying sizes into an
iodine solution. From this activity, students can discover the importance of
surface area to volume ratios.
4
As a teacher, you organize an environmental unit around the question, "What's
in our drinking water?"
5
As a teacher, you collect newspaper articles about local environmental issues.
You help the students design a learning activity for 4th and 5th graders in an
after school program.
6
As a 7th grade life science teacher, you begin a unit on animals by having the
students share their ideas.
7
As a 10th grade biology teacher, you have your students learn the reactions in
the Krebs cycle
8
At the end of a dissection unit, you give students a practical examination.
9
As a means of assessment, you have students role-play the process of meiosis.
10
To help your students understand arthropod characteristics, you organize a
series of stations. Each station contains representatives of different
groups/classes.
11
To teach genetics, you collect a variety of activities for the students to engage
in. For example, you have the students observe human genetic traits, play a
game of probability, do a version of "Make a Baby", play a computer
simulation, etc.
12
In your unit of evolution, you have students debate creation versus evolution.
13
You, as a teacher, have your students observe earthworms and generate
questions about earthworm behavior. Each small group designs and carries
out their own experiment to test a hypothesis related to the group's questions
14
As a 7th grade life science teacher, you want your students to learn about
classification. You give the students a variety of odd tools, bolts, buttons, etc.
and ask them to devise a classification system for the items.
15
As a 10th grade biology teacher, you decide the best way to teach photosynthesis
is to design a well-organized series of lectures.
16
As a 10th grade biology teacher, you decide the best way for students to learn
about organic compounds is to organize the students into small groups. Each
small group will present information on a different type of organic compound.
17
In teaching DNA replication you have students build models of DNA.
18
As a 7th grade life science teacher, you decide that the best way to learn about
parts of a cell is for students to assemble a "jello cell," where various shaped
candies represent different cell parts.
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