Pauker Learning Strategies
Science Implementation
Jacob C. Greenwood, EdD
Using Graphics to Improve
Comprehension
Asking Questions to Increase
Understanding During Pre-learning
Charts, Graphs, and Pictures
• The teacher needs to train the students to
answer four basic questions.
– What is this drawing (picture, graph) about?
– What is one very important idea in the drawing
(picture, graph)?
– What are two details you observe in the drawing
(picture, graph)?
– What is one question that I would like answered
about the topic?
Charts, Graphs, and Pictures
• Each question is to be answered in one or two
sentences. Questions one, two, and four are
answered in the following manner.
– The students hear the question.
– The students study the graphic for one minute.
– Graphic is removed from student view.
– While building the question into their response,
the students record an answer within 30 seconds.
– When completing prompt three, the students are
permitted to view the graphic.
Charts, Graphs, and Pictures
Teacher will ask for volunteers to
share their constructed answers.
Students can/should add/modify
their responses from those
shared by classmates.
Implementation
RHS Science Department
Week of 2/1 – 2/5
PHYSICS
Charts, Graphs, and Pictures
Charts, Graphs, and Pictures
Charts, Graphs, and Pictures
Charts, Graphs, and Pictures
• Any object, wholly or partially immersed in a
fluid, is buoyed up by a force equal to the
weight of the fluid displaced by the object.
~
Archimedes
– Teacher blows into tube
– Balloon inflates
– Water in jar displaced by balloon filled with air
and jar rises
Charts, Graphs, and Pictures
• Share student work
– David Waltimyer
Charts, Graphs, and Pictures
• YouTube - Spinning top tricks#watch-mainarea
Charts, Graphs, and Pictures
Angular momentum
Demonstrating that a spinning top
will tend to stay vertical
Charts, Graphs, and Pictures
• Share student work
– Patrick Hughes
Biology
The Cell Cycle
- Dr. George Noyes
Biology
Cell Cycle
DNA Packaging and Folding
Biology
• Onion cell mitosis
– What is occurring in this
phase?
– What is one very
important idea in this
phase?
– What are two details in
this phase?
– What is one question I
skill have about this
phase?
Biology
• Onion cell mitosis
– What is occurring in this
phase?
– What is one very
important idea in this
phase?
– What are two details in
this phase?
– What is one question I
skill have about this
phase?
Biology
• Onion cell mitosis
– What is occurring in this
phase?
– What is one very
important idea in this
phase?
– What are two details in
this phase?
– What is one question I
skill have about this
phase?
Biology
• Onion cell mitosis
– What is occurring in this
phase?
– What is one very
important idea in this
phase?
– What are two details in
this phase?
– What is one question I
skill have about this
phase?
Earth Science
Meteorology
UPPER AIR COMPONENTS OF WEATHER
(WILL THERE BE SCHOOL TOMORROW?)
Earth Science
Earth Science
Earth Science
Jake,
Yesterday I used the first (current) map with the "Question Prompts"
Then, I showed the Jet Stream (the second file) to answer all the
questions of where the storm is going....
Other maps not included here showed the water vapor loop of the storm
(BIG!),Radar and forecast maps further concluded the lesson.
It was an awesome class!
Today: I put up a jet stream (included here) for 30 seconds. We had
just covered the upper air component of weather on Tuesday.
I asked, everyone know where the storm will be heading based on this?
(afterwards, a few maps explained the conclusion/forecasts they had).
Jeff LaSala
Analytical Notes
Increases comprehension and
increases unaided recall of material
from readings
Analytical Notes
• Students record a sequence of analytical notes
based on how the sections have been
“chunked”
• For each chunk the students will record one
row of notes
• Students follow prompts: What is, Why is this
important, As a result
Earth Science
• Viewing a movie
Earth Science
• Typically, the teacher would ask the students
to answer a series of questions as they
watched the video, or after watching the
video.
• For greater comprehension and construction
of answers, the teacher can direct the
students to use the three columns of
analytical notes to formulate an answer
- Louis Hall
Earth Science
“Wrestling the Mississippi” Study Guide
Questions
• 1. Why is the Mississippi River so vital to our
nation's economic vitality?
• 2. People who live by and work on the
Mississippi River have said that it is a river that
is “alive.” What do they mean by this?
Earth Science
• Using the analytical notes approach, the
teacher can prompt the students by asking
them to make the three columns
• Pause the video at the appropriate time to
allow them to complete the two right columns
Earth Science
WHAT IS
WHY IS IT IMPORTANT
The Mississippi River flows north to
south through the Midwest to the Gulf
of Mexico
The Mississippi River is important
because it is a major shipping route
for moving goods through the middle
of the country.
WHAT IS
WHY IS IT IMPORTANT
The Mississippi River Delta is an
expansive delta at the mouth of the
Mississippi.
The Mississippi River Delta is
important because it is a major port
for imported goods, as well as oil and
gas from the Gulf of Mexico.
AS A RESULT
As a result, keeping the Mississippi
River in good condition is important to
our economy.
AS A RESULT
As a result, the shipping channels in
the delta are important to our
economy.
Earth Science
Students formulate an answer by
combining the three columns into
a brief paragraph
Earth Science
• The Mississippi River flows north to south through the
Midwest to the Gulf of Mexico. The Mississippi River is
important because it is a major shipping route for
moving goods through the middle of the country. As a
result, keeping the Mississippi River in good condition
is important to our economy. The Mississippi River
Delta is an expansive delta at the mouth of the
Mississippi. The Mississippi River Delta is important
because it is a major port for imported goods, as well
as oil and gas from the Gulf of Mexico. As a result, the
shipping channels in the delta are important to our
economy.
Earth Science
• Writing a lab report: Acid Rain
Earth Science
• Students sometimes have difficulty writing lab
reports that clearly identify the required parts
of a lab report
• Students will use analytical notes to identify
these factors prior to designing and running
their investigation
– Louis Hall
Earth Science
WHAT IS…..
PURPOSE
HYPOTHESIS
INDEPENDENT
VARIABLE
DEPENDENT
VARIABLE
CONSTANTS
The purpose of this
experiment is to determine
the effect of acid rain on
various building materials
WHY IS IT IMPORTANT
It is important because acid
rain is a problem in the
northeast. Acid rain can
slowly deteriorate building
materials
My hypothesis is that
It is important because
marble will be affected by
many buildings are built with
the acid rain.
marble
My independent variable is
It is important because
the different types of stone
buildings and structures are
made with a variety of
natural stone.
My dependent variable will
It is important because the
be the mass of the materials acid rain may dissolve the
after being subjected to acid building materials causing
rain
loss of mass
My constants will be the
It is important to keep these
starting mass of each
items constant so that only
material, the time of
the different materials will
soaking, and the strength of affect the results.
the acid.
AS A RESULT
As a result, certain buildings
and structures can be
damaged by acid rain
As a result, marble buildings
and structures may be at
risk from acid rain
As a result, different types
of stone may respond
differently to acid rain
As a result, the lost mass
can be determined for each
material
As a result, I will be able to
determine which material
resists acid rain the best.
Earth Science
• During the investigation they record a second
set of analytical notes.
Earth Science
WHAT IS…..
WHY IS IT IMPORTANT
AS A RESULT
CONTROL
The control of this
experiment is to use water
(no acid) with one or more
material .
As a result, I can eliminate
rain as the cause of
deterioration.
CONSTANTS
The constants of this
investigation are the starting
mass, the pH of the acid,
the volume of acid, and the
soaking time.
The critical data collected is
the final mass loss for each
material.
This control is important
because rain itself may
cause the deterioration
without the presence of
acid.
These constants are
important because I need to
make sure that only the
different materials will affect
the outcome.
The mass lost is important
because it will show me
which material deteriorated
the most..
Determining which materials
lost the least and most
mass is important because I
can determine which
materials will be least
affected by acid rain.
CRITICAL DATA
EXPECTED CONCLUSION
The expected conclusion to
this investigation is that one
of the materials will lose the
least mass, and one will
lose the most mass.
As a result the only factor
affecting the outcome is the
type of material.
As a result, I can determine
which material is affected
the most by acid rain.
As a result of determining
which materials are affected
least and most affected, I
can make a
recommendation for building
materials in an acid rain
environment.
Earth Science
• After running the investigation, students will
use both sets of analytical notes to write their
lab report in narrative form
Earth Science
• My independent variable was the different types of stone.
In our lab we used granite, limestone, and marble. We
chose these because they are common building materials
that may respond to acid rain. My dependent variable is
the final mass of the stone samples after soaking in acid
rain for 30 minutes. This shows how much of the stone (if
any) was lost due to the acid. My control was a sample of
each stone that we soaked in plain water, in case water
caused deterioration by itself. The starting mass, pH of the
acid, volume of acid, and soaking time were the same for
all samples. These constants eliminate all variables that
can affect the outcome except the desired one – the type
of stone.
AP Biology
Organizing
“The Dirty Dozen”
AP Biology
• Each section of the 12 required labs is
accompanied by an Analytical Notes
coversheet
• Quick reference for teacher to ensure students
understand concepts
• Organizes students thoughts and results from
multistep labs
• Used for exam review in May
AP Biology
WHAT IS …
PURPOSE
HYPOTHESIS
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
WHY IS THIS IMPORTANT?
AS A RESULT …
AP Biology
WHAT IS …
CONTROL
CONSTANTS
CRITICAL DATA COLLECTED DURING
TRIAL
WHY IS THIS IMPORTANT?
AS A RESULT …
AP Biology
WHAT IS …
CONCLUSION
DATA SUPPORTING CONCLUSION
STATEMENT OF VALIDITY
CONNECTIONS TO BROADER
CONCEPTS
WHY IS THIS IMPORTANT?
AS A RESULT …
Biology
Genetically Modified Food
Advantages
• There are many advantages to genetically modified food. GM foods can be
made to be resistant to many diseases, weeds, pests and herbicides. They
can even be made to be drought or flood tolerant. They can grow faster
and have more nutrients than other crops while not going bad as quickly.
They are also cheaper for farmers as you don’t need to use chemical
sprays. These traits could be the solution to third world hunger. The crops
in poorer countries wouldn’t be destroyed so easily after every drought or
flood. They would be able to grow faster and there would be more of
them as they are resistant to pests. The crops would also be healthier for
people because iron and other minerals can be added to them, removing
malnutrition problems.
• Another advantage is that in the future, foods could be modified to make
edible vaccines, like bananas that protect us against Hepatitis B. Edible
vaccines would make large scale immunizations against diseases easier,
painless and more accessible. Instead of waiting in line for a doctor you
could eat a tomato.
Dr. George Noyes
Biology
Genetically Modified Food
Advantages
What was this
paragraph about?
Paragraph 1
Paragraph 2
Why is it important?
As a result…
Biology
Genetically Modified Food
Biology
Genetically Modified Food
•
•
•
Disadvantages
Despite the many advantages to genetically modified foods there are also many disadvantages. First
and foremost is that genetically modified foods are new and it is impossible to know all the future
effects it could have on human health and the environment. The risks and benefits of new
technologies are only fully known after they have been in use for many years. An example is nuclear
power, forty years ago it was thought that t could solve all the world’s problems with unlimited,
cheap and safe energy. Only now do we know the full benefits and risks of nuclear power.
Another disadvantage is the potential impact it could have to human health. The new genes that
are put in food could be resistant to certain antibiotics; if we eat them the effectiveness of
antibiotics could be reduced. New allergens could be accidentally created and known allergens
could be transferred to other foods. For example, if a gene from peanuts was taken and put in a
tomato, people allergic to peanuts could be allergic to that tomato. Most importantly, scientists
can’t actually prove whether genetically modified foods are 100% safe because normal toxicology
tests do not work for food.
There are many environmental problems involving genetically modified foods. These are mainly
about pollination of plants. If genetically modified plants pollinate non-genetically modified plants
this could spread them into the wild, where they could compete with other plants. This would
upset the balance of nature, as these plants could easily take over. Plants that are made resistant to
chemical herbicides could pollinate with weeds. This would be disastrous because then new,
stronger sprays would have to be developed to counter them. This would increase ground and
water contamination, something genetically modified plants are supposed to prevent.
Biology
Genetically Modified Food
Disadvantages
What was this
paragraph about?
Paragraph 1
Paragraph 2
Paragraph 3
Why is it important?
As a result…
Biology
Genetically Modified Food
• Using your rows of analytical notes, produce a
paragraph to defend your answer to the
following question:
Biology
Genetically Modified Food
Two farmers plant different varieties of corn on
neighboring farms. Farmer A plants genetically
modified corn. Farmer B plants a non-modified variety
of corn. What would be farmer B’s primary concern if
she plans to gather seed for next year’s crop?
A. loss of genetic variability in the non-modified variety
B. that mutation rates will increase in the non-modified
variety
C. that insects will only pollinate the genetically
modified corn
D. unintended transfer of modified genes to her crop by
cross-pollination
The Organizer
Asking Questions to Increase
Understanding During Pre-learning
The Organizer
• Series of three statements that reflect the key
objectives of the lesson or sequence of
lessons
• These sentences provide the students with the
basic structure through which they can predict
important facts, ideas, and concepts that are
part of the learning
Physics
Physics
Solar Cooker
• As a result of completing this lesson, students will be able
to discuss energy transfer. Students will also be able to
describe the relationship between energy transfer and
heat. They should be able to relate heat and temperature
change on the macroscopic level to particle motion on the
microscopic level.
• They should be able to understand that temperature is
related to the average kinetic energy of molecules of a
substance.
• Students should also be able to infer the reason for
variations in heat intensity related to different materials.
They should be able to understand design factors that
influence the effectiveness of capturing and using solar
energy in a solar cooker.
- Peter
Ustie
Physics
Solar Cooker
• Statements
– Energy must be either added to or removed from
a substance to change its temperature
– Heat is the transfer of energy between different
objects at different temperatures
– An object at a greater height has more
gravitational energy than it would have at a lower
height.
– Sunlight is stored energy(potential energy).
Biology
pH
Honors Biology
• pH - An acid is a substance which adds H+ to a solution.
A base is a substance which subtracts H+ from or adds
OH– to a solution. A neutral solution has a pH of 7. If
the pH of a solution is less than 7 (because [H+] is
greater than 10–7) the solution is an acid, and if the pH
is greater than 7 (because [H+] is less than 10–7) the
solution is a base. Biological substances like lemon
juice and vinegar are acids, and both of these have pH
values around 3
• A buffer is a substance which minimizes the change in
pH or [H+]. Different buffers work best at different pH
ranges.
Honors Biology
• Statements
– When salt dissolves in water bonds are broken.
– Common substances range in pH.
– Substances, such as buffers, can help minimize sudden
changes in pH.
– Dr. George Noyes
Earth Science
Atmosphere
Earth Science
• Atmosphere
– The focus of this lesson is to introduce students to the
basics of the atmosphere. This will act as a foundation
to build upon.
– After covering the basics students will begin studying
weather, meteorology, climate and storms.
- Michael Yagid
Earth Science
• Objective 1: Describe the composition of Earths atmosphere.
• Statement 1: Earths atmosphere is composed of several gases.
• Objective 2: Describe the physical structure of the atmosphere.
• Statement 2: The atmosphere consists of five layers.
• Objective 3: Describe how solar radiation interacts within Earths
atmosphere.
• Statement 3: Solar radiation reaches the Earths surface and is
absorbed then transferred.
Earth Science
Climate
Earth Science
• Climate
– The students will have learned about air pressure, and
pressure systems.
– This will give students a base to start building an
understanding of global climate
– At the end of this lesson students will be able to
describe how the Earths climate has changed
overtime, and the role that humans are playing in
current global climate change
– Michael Yagid
Earth Science
•
Objective 1: Describe the definition of climate and the major factors that cause
climate regions including latitude and elevation.
•
Statement 1: Climate is affected by several major factors including latitude and
elevation.
•
Objective 2: Describe the classification of various climate regions including;
tropical, dry, mild, continental, and polar.
•
Statement 2: Climate regions are divided into five major divisions.
•
Objective 3: Explain that global climates and climate regions change overtime,
and humans are currently having a major affect on climate changes.
•
Statement 3: Earths climate and climate regions change overtime due to natural
and human causes.