ADE EARTH & BEYOND
MODULE: GROUP WORK
Outcomes of unit
To assist teachers to:
 Understand the types of group work.
 Prepare learners for effective group work.
 Plan, facilitate and conduct group work.
 Utilize group work as an assessment tool.
Template for Module
PART 1: EXPLORE AND PLAN
1.1 Exploration (Teacher explores their own practise)
1.2 Stimulus (OER’s or videos/resources)
1.3 Reflection (What did I learn)
1.4 Subject-pedagogy (Methods/activities)
1.5 Development of a classroom activity (for learners)
1.6 Subject curriculum content (Concrete ideas)
1.7 Technology-applications (OER’s, activity sheets)
PART 2: TEACH USING THE CLASSROOM ACTIVITY PLAN
(Teachers tries out new ideas)
PART 3: REFLECTION (Did it work, how can it be improved?)
3.1 Assessment based on experience/Assessment activity
for teacher
Introduction
The unit contains the following type of activities:
Teacher activities that you have to complete individually and with peers or fellow students.
Learner activities where you will apply what you have learned in the form of a teaching and
learning activity or lesson.
Reflection where you will record your experiences of the application, will reflect on it and
will report on it in your portfolio.
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PART 1: EXPLORE AND PLAN
1.1 Exploration (Teacher explores their own practise)
1.2
Stimulus (OER’s or videos/resources)
Active learning:
http://www.oercommons.org/courses/active-learning/view
Mars and earth: Activities for children ages 5-12
http://www.oercommons.org/Nasa/Mars and earth -soek en link
1.2
Reflection (What did I learn)
1.4
Subject-pedagogy (Methods/activities)
Group work is where students work without teacher intervention. They share ideas, debate
and show understanding. Group work help students to:
• Improve understanding
• Exchange ideas
• Promote communication
• Cultivate respect
• Help to get a lot of info when time is limited
Co-operative learning is where learners work together to achieve a common goal through
supporting each other. Each member of the group is dependent on the other to be
successful. Co-operative learning helps students to:
• Promote and develop cooperation
• Promote communication skills
• Learn from each other
Active learning is a student centered approach in which the responsibility for learning is
placed upon the student, often working in collaboration with classmates. In Active learning
you can use group work or Co-operative learning techniques.
When you plan an Active learning lesson, you need to consider the following:
 Determine what content you need to convey and what outcomes and skills you
want.
 Keep in mind:
o What happened in the news
o Your learners unique abilities and interests
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Determine what learners already know and how you can use their knowledge to
actively involve them.
You determine how active learning is going to take place. After active learning has
occurred and it has been assessed you can discuss their problems and successes with
them.
Determine if group work or individual work is to be done. Look at your learning
content and skills and then decide whether the student needs other students input
(group work) to learn the content and to achieve the skills.
If you decided on group work as your assessment tool, it should be determined
beforehand about the type of group work, namely the Delta technique, puzzle
technique or the snowball technique.
Decide on the size and composition of the groups according to the activities planned
and the outcomes that must be achieved.
Determine in advance what tools you will need to facilitate the learning. When
selecting tools it must comply with the following criteria:
o It must be at the level of the learner
o Accurate information must be provided
o It should provide opportunities for assessment
o Knowledge, skills and attitudes must be addressed
o It should encourage and interest learners
Determine the assessment strategies in terms of methods, techniques and
instruments.
It is very important that your learners know exactly what you are going to assess and
at what level of performance.
1.5
Development of a classroom activity (for learners)
1.6
Subject curriculum content (Concrete ideas)
Curriculum content
Grade 6 Term 4: The Solar System
Curriculum and Assessment Policy Statement (CAPS): Natural Science & Technology
Strand: Planet Earth & Beyond
Content & Concepts:
The Sun, Planets and Asteroids
 The Sun (a star) is at the centre of our Solar System
 There are eight planets and the asteroid belt (Mercury, Venus, Earth, Mars, Asteroid
Belt, Jupiter, Saturn, Uranus, and Neptune) in orbit around the Sun
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Each planet has its own
o features, size, orbit and position in relation to the Sun,
o composition (rocky and gas planets) and
o number of moons (some have no moons)
The planets and Asteroids take different amounts of time to revolve around the Sun
Suggested activities:
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researching/reading information about the planets focusing on size, distance from
the Sun, average temperature, number of moons and any other features
making models of the Solar System taking into account position in relation to the
Sun, size and features of the planets
describing and drawing the objects in our Solar System
Surface of the earth
Rocks
• the surface of the Earth is called the crust, and consists of rocks (even under the oceans),
and soil
• soil, air, water and sunlight support life on Earth
Soil comes from rocks
• the land is made up of rocks, subsoil and top soil
• soil supports life on Earth
• top soil lies on the surface -top soil is formed when rocks break into small grains over time
Soil types
• soil is usually a mixture of different types of soil grains in different proportions -sandy soil
– has a high proportion of course sand grains -clayey soil – has a high proportion of fine
grains of clay -loamy soil – has a mixture of sand, clay and other soil grains. Loamy soil also
contains humus (decomposed compost)
• the soil also has air, water, remains of dead organisms and very small living organisms in it
• soil forms very slowly in nature – once topsoil is lost, it cannot be replaced, and thus we
need to conserve it
Suggested activities
•
investigating – different soil types
-writing and drawing about the colour, smell and texture of the soil
-measuring and recording on a table how much water different soils can hold*
-using the results to draw bar graphs and / or investigating
– growing seedlings in different soil types
-measuring, recording and comparing the heights of the seedlings
-using the results to draw bar graphs [This can be used as a possible project]
Sedimentary rocks
Formation of sedimentary rock
• sedimentary rocks are formed over a very long time in the following way:
-first, rocks break down into small grains
-then, mud and sand is moved by wind and water
-after that, mud and sand gets deposited in low lying areas
-over time, new layers of mud and sand are deposited on top of existing layers
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-after a very long time, these layers become compacted and hardened and form
sedimentary rock
• sedimentary rocks always have visible layers within the rock
• examples of sedimentary rock are shale, sandstone and limestone
uses of sedimentary rock
• limestone is used to make cement
• sandstone and shale are used in buildings
Suggested activities
• making a series of drawings to show a rock breaking down into smaller grains over time
• drawing and explaining how sedimentary rocks are formed
• interpreting pictures showing the layers in sedimentary rocks
• looking at specimens/pictures of sedimentary rock including shale, sandstone and
limestone
• Pictures and or samples of sedimentary rocks such as limestone and sandstone
1.7
Technology-applications (OER’s, activity sheets)
PART 2: TEACH USING THE CLASSROOM ACTIVITY PLAN
(Teachers tries out new ideas)
PART 3: REFLECTION (Did it work, how can it be improved?)
3.1 Assessment based on experience/Assessment activity for
teacher
Activity 1: Teacher activity:
Planning and conducting group work. Read the following information on group work to do
the Activity.
Using group work (Puzzle technique) to get information about the planets
Divide the learners into eight groups. Each group
has to investigate a planet and complete a
worksheet with questions.
It is very important to plan in advance, and then the
teacher can just facilitate the process.
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Gather your resources: Books, magazine
articles, models, Videos, Slideshows, etc.
about the different planets.
Make 8 stations (One for each planet) in the
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classroom where all the resources are available to the learners. Sometimes it is
better to make your own information sheets, because then you are sure of the
outcome and no time is wasted. (See example: Information sheet: Our Solar system)
Explain the objectives to the learners and provide the worksheets.
Give each learner a group role and make sure they understand the responsibilities of
each role.
Assess the work sheet and the group work by developing a rubric.
Assessment:
Assess learner’s participation with a rubric.
Assess the work sheet of the groups to see if they gathered all the information.
Reflection:
1.
2.
3.
4.
Did the Puzzle technique work for the type of activity?
Would the other techniques work better? Explain.
Did the learners improve their group work skills? Do they need to practice more?
Did the lack of participation of group members hinder the rest of the group? How
can you involve them better and make them more effective?
Activity 2: Learner activity:
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Understand your group role and the responsibilities.
Investigate your resources and gather the required information.
Report back to your group leader.
Understand that your group relies on you for accurate information.
After every group member gathered their information about all eight planets the
group will fill in a comparative worksheet about all 8 planets.
The work sheet will be assessed and you participation in the group.
INFORMATION SHEET: OUR SOLAR SYSTEM
Our solar system consists of the sun and 8 planets. Smaller phenomena such as asteroids
and comets are also part of our solar system.
THE SUN
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The sun is the largest heavenly body, and the center of our solar system. The planets and
other bodies orbits around the sun. The sun is the earth's nearest star and is 5 billion years
old. It consists of hydrogen and helium gases that emit large amounts of heat and light.
THE PLANETS
There are eight planets that orbit the sun. Here it is in the order of distance from the sun:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
Mercury
This is the closest planet to the sun, 58 million miles. It is also the smallest of the four inner
planets, not much bigger than the Moon. It only takes 88 days to complete one revolu tion
around the sun. The surface temperature ranges from -180 to +430 º C. It has no atmosphere
and it is covered with craters, like our Moon. Mercury has no moons.
Venus
It is the closest planet to Earth (108 million km), therefore Venus looks like a bright star and
it is, other than our Moon, the brightest object in our night sky. Venus has an atmosphere
composed mainly of carbon dioxide. The temperature on Venus is 465 ° C. The atmosphere
is so dense and the pressure so high that explorers that do reach the surface, could hold only
a few hours before it broke. Venus's surface is hidden by dense clouds and has no moons. A
rotation of Venus takes 225 days.
Earth
The Earth is 150 million km from the Sun, and it is the largest of the four inner planets. The
atmosphere provides us with oxygen and it protects us from radiation. The atmosphere
consists mainly of nitrogen that is not harmful to people, one-fifth oxygen and the rest is
made up of different gases. The higher you go the thinner the air in the air, making it
difficult to breathe.
A revolution takes 365 ¼ days and surface temperatures are between -70 to +55 º C. Earth
contains water and oxygen, which is essential for life; therefore it is the only planet where
humans, animals and plants can live.
The moon is 3476 km in diameter and its average distance from Earth is 384,400 km. The
first moon walkers were the Americans Neil Armstrong and Buzz Aldrin in Apollo 11 that
landed in 1969.
Mars
This red planet are half the size of the earth, and it is 228 million km from the Sun. A year
(revolution) lasts 687 days. Mars has been visited by explorers, but they found no life. The
atmosphere is too thin and there is no protection from the sun's harmful radiation. Mars
has two small moons: Phobos (22 km) and Deimos (14 km). Temperatures ranging from -120
to +25 ° C.
Jupiter
Jupiter is the largest of the four outer planets, but also the largest of the 8 planets. It is 1300
ADE: Earth & Beyond, Module: Group work
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times larger than the earth. The inner and outer planets are separated by an asteroid belt,
which lies between Mars and Jupiter. Jupiter is 778 million miles from the sun, and it takes
almost 12 years to orbit the sun. Jupiter has 16 moons orbiting it. The four largest moons:
Io, Callisto, Europa and Ganymede. They are the size of planets, and Europa has an ice surface
that is 97 km thick. The temperature is -150 º C.
Saturn
Saturn is almost as large as Jupiter and 1427 million km from the sun. A revolution takes 29
years. Saturn is surrounded by rings consisting of thousands of ice particles. Saturn has 18
moons, including Titan the largest. Titan consists of frozen nitrogen and methane. Six of the
moons are of medium size and looks a lot like our moon, and 14 small moons orbit between
the rings. The temperature on Saturn is -180 º C.
Uranus
Uranus is 28 871 million km from the Sun and is also a large planet. It takes 84 years to
complete a revolution. Uranus was discovered accidentally when it was mistaken for a comet
in 1847. Uranus has 10 rings and 15 moons. Uranus appears green and is very cold with
temperatures of -210 ° C. It consists of flowing gas like Jupiter and Saturn. All 15 moons are
smaller than our moon. Uranus is spinning on its side, which means it has strange seasons.
Each pole gets sun for 21 years, then there are normal days and nights for 21 years and then
21 years of darkness.
Neptune
It is very similar to Jupiter, but smaller. Neptune is 4497 million kilometers from the sun, and
a revolution last 164 years. Neptune was discovered only in 1847. It has eight moons, of
which Triton and Nereid are best known. Triton is very unique as it revolves in the opposite
direction to Neptune. Neptune's temperature is -210 ° C as Uranus.
Resources: Look at the slideshows: (Create links)
The Sun
The Universe
Work sheet 1: Comparing the planets
Complete the following table about the 8 planets:
Distance from the
Sun
Time for Revolution
Temperature
Number of
moons
Mercury
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Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Total: 32
Reflection:
1. Did your workstations work efficiently?
2. Did you have enough information?
3. Was it easy for the learners to get the information? Was it too much to work
through in the allocated time?
4. Will it be easier to provide a sheet with all the information, which can be read by the
learners to minimize confusion and to safe time?
5. Were all the group members actively involved in the activity?
Misconceptions:
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Learners cannot work effectively in groups if they have not practised this. Give them
enough opportunities to practice the different group roles.
You cannot leave the learners on their own. The teacher must facilitate the process
and intervene where needed to keep the learners on track.
When you use resources where a lot of reading is required, you need to simplify the
information to save time and not hinder the process.
Information: Group work
Group work is a very effective tool when you want learners to become actively involved in
the learning process. It is very important to plan group work so that every participant has a
job to do. Group work allows students to work without teacher intervention. They share
ideas, debate and show understanding.
Group work helps to:
ADE: Earth & Beyond, Module: Group work
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• Improve understanding
• Exchange ideas
• Promote communication
• Cultivates respect
• useful when time is limited
1.
TYPES OF GROUP WORK
The types of group work differs in the activity to be performed. There are three main types
of group work:
1.1
Delta technique: Joint activities with individual end products
Joint activities in which everyone in
the group participate while working
on individual assignments. The end
result is individual assignments.
Learners share ideas, knowledge
and experience with each other in
the group, resulting in a higher
quality end product, but it is
ultimately individual assignments.
This is the most common form of
group work and is suitable for any
type of activity where there is not a
common end product required.
1.2
Puzzle technique: Individual activities in group and end product
Individual activities of each member of the group
that put together around a common end result.
The task is divided among group members and
everyone is doing something else. At the end
their activities are joined together to form a
whole.
In this type of group activity, each member is
busy with a task and no one can sit back while
others do the work. The piece can be designed
so that there is work for as many parts as there
are group members or the group can decide how
to divide the task.
1.3
Snowball technique: Joint activities with a group of end product
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There is a joint end product where every group member worked together. Although there
are individual contributions, all members have the same task. Discussion, problem-solving,
brainstorming is good examples of this type of group activity.
2.
CLASSROOM MANAGEMENT
The facilitator must decide in advance how to tackle the group sessions:
*
All groups do the same task at the same time: when there are enough resources for
everyone and all the same concepts and skills to be acquire).
*
All groups do the same tasks, but rotate between different work stations where
different tasks are done: when there are limited resources or when a series of tasks
to be done.
*
Each group does a different task / tasks: when similar knowledge and skills in a
variety of ways, or when a group from a menu can choose what they want to do.
Voice control (especially regarding volume) must be learned so that they know that their
group voice is differently than their playground voice.
3.
COMPOSITION OF GROUPS
The ideal size for a group is 4 to 6 students. The groups must be small enough so that the
members of the group can communicate effectively with each other and work together.
When a group is too large, there is a hazard of spectators that hamper the progress of the
group.
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There are a variety of ways to set up groups. The more traditional way, is where students of
similar abilities or achievements are grouped. However, experience shows that the
performance is just better in groups of high performance, while weaker in groups of low
performance (unless for reasons of remediation with strong guidance of the teacher).
Groups of mixed abilities or performance are therefore preferred. Mostly girls and boys
mixed in groups, but learners often prefer it different and therefore single-sex groups can
be used from time to time.
Personalities of learners are one of the hardest things to accommodate groups. It is
especially difficult for students who are shy to participate in groups, while learners who are
very domineering could antagonize the rest of their group. (Some of these problems can be
eliminated by proper training to do group work, good empowerment techniques, and good
guidance by the teacher and peer assessment.)
Learners sometimes have the opportunity to choose their own groups, but also learn to
function in groups where they do not have a choice in the composition of the group.
4.
SIZE OF GROUPS
Determining factors:
*
Task / assignment
*
Number of learners
*
Quantity of resources
2-6 in group
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5.
PRACTICING HOW TO WORK IN A GROUP
Learners should know:
*
Why they work in groups
*
What is expected of them
*
They must be sensitized to other members
*
They must be aware of the group role they are interpreting
*
Get opportunity to practice teamwork
*
What will be assessed
6.
REQUIREMENTS FOR SUCCESSFUL GROUP WORK
* Good planning
* Everyone should have the opportunity to participate
* Everyone must participate
* Mutual aid offer
* Listen to others in the group
* Give others the opportunity to give their views
* Set clear questions to each other
* Members must do their best to work as a group and must not think as an individual
* Make suggestions for problem solving
* The group as a whole should be proud of their work
* There must be variation in the activities and end products
7.
GROUP ROLES
To get the participants actively
involved each one must have a
specific role/ job. A participant
may have more than one role,
depending on the size of the
group.
* Chairperson
* Scribe / Artist
* Reporter
* Encourager
* Progress Monitor / Timekeeper
* Observer
* Noise Monitor
You can make cards of the group roles which explain the responsibilities. Then learners can
keep them close by and refer to them for guidance.
 See: Example of cards for Group Roles and responsibilities
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8.
RUBRICS
Rubrics are a valuable tool in the assessment of group work. A well-planned rubric is easy
to use and help convey a lot of information. Because the criteria are listed, the learner
knows exactly what is expected. Learners need to practice this skill. Use the following
rubric to assess their skill at group work:
RUBRIC 1:
Positive
Always
Often
Seldom
Never
Participate in group discussion
Do his / her job
Useful ideas
Offer meaningful criticism
Is positive, enjoy activity
Pay attention to activity
Encourages others
Gives credit to others
Considerate
Ask meaningful questions
Has confidence in language skills
Negative
Talks too loud
Dominates others
Interrupt others
Got off topic
Talks too much
Make negative comments
RUBRIC 2:
SUBJECT:
LESSON:
GROUP:
GROUP MEMBERS
TASK SKILLS
1.
2.
Give ideas about questions that must
be answered
Ask questions about what is unclear
3.
Focus on the task alone, no play
4.
Follow instructions on activity sheet
5.
Ensure work is understandable
6.
Keep group focused on the task
1
2
3
4
5
SOCIAL SKILLS
Encourage others to work together
ASSESSMENT CRITERIA
Excellent participation
4
ADE: Earth & Beyond, Module: Group work
Explain ideas to others
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6
Good participation
Participation can improve
No contribution
3
2
0
Discuss ideas given
Listen to others in the group
Giving recognition to the others in
the group
TEACHER'S ASSESSMENT
GROUP SKILLS
1.
2.
3.
4.
5.
6.
Make eye contact
Group listen to each other
Group focuses on task
Cooperation in group
Group gives useful ideas
TOTAL OF EACH COLUMN
RUBRIC 3:
ASSESSMENT SHEET FOR JOINT GROUP WORK SKILLS
Activity:
Date:
GROUP MEMBERS
1.
2.
3.
4.
5.
6.
TASK SKILLS
Gives ideas
Ask questions
Stay busy with task
Follow instructions
Ensure task is understandable
Gets group back to order
TOTAL:
SOCIAL SKILLS
Encourage each other
Explain ideas to the other
Participate in discussion
Listen as others speak
Praise others for their contribution
TOTAL:
GRAND TOTAL:
ADE: Earth & Beyond, Module: Group work
Group:
ASSESSMENT SCALE
7- Outstanding achievement
6- Meritorious achievement
5 - Substantial achievement
4- Adequate achievement
3- Moderate achievement
2- Elementary achievement
1- Not achieved
CRITERIA
1
1
2
3
4
5
6
2
3
4
5
6
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Activity 2: Using group work (Snow ball technique) to build a 3D model of a
planet in our Solar System
You will be divided into a group
and are going to make a 3D model
of a planet of your choice.
Follow the instructions and make
sure you know what will be
assessed. The rubric will guide
you. You will do it in class and
have the whole week to complete
the model.
Instructions:
1. Built a model and mount it inside a box.
2. Plan ahead what you will need to bring
from home.
3. Do research and gather enough
information about the planet.
4. The planet must be 3 dimensional and any
material may be used to create the 3D
5. form.
6. Rubric:
Nr.
1
2
3
4
5
Item:
Name of planet
Information about planet
a. Amount of moons
b. Min & Max
Temperatures
c. Description
d. Pictures/Drawings
e. Interesting facts
Names of designers/learners
Neatness
Submitted in time
ADE: Earth & Beyond, Module: Group work
Tick when
done
Possible mark
Learners mark
1
1
2
4
3
3
2
2
2
20
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You may also make a poster if you prefer. Example:
Activity 3: Using group work (Delta technique) to Research the Layers of the
Earth and make a model
Possible OER resources:
http://www.oercommons.org/courses/exploring-earth-investigations/view
Chapter 4: Earth's Structure and Motion
How Do We Know about Layers
Deep within Earth?
Keycode: ES0402
Instructions:
1.
2.
3.
4.
5.
6.
You will be divided into groups to do research on
the Layers of the earth. Find out as much as you
can within your group. The group must plan the
models and get as much info as possible. In the end
each one must make their own model.
The final product, the model must indicate the
different layers that the Earth consist out of.
You may use any waste material to create your
model.
Remember to use different colours to indicate the
different layers of the earth. Also indicate the
different layer names and distance of each layer in
km.
You can use toothpicks and carton to indicate the names of the layers.
The correct thickness of each layer is important.
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7.
Decorate your model outside with the ocean and continents. Indicate only the
AFRICA continent with a name.
Criteria for Assessment
1.
2.
3.
4.
5.
Model complete and handed in on time.
Correct names and correct thickness of layers are
indicated.
Africa name indicated and continent decorated.
Learners own work.
Waste materials is used.
TOTAL
Possible
Mark
3
3
True
Mark
3
3
3
15
You can also let the learners explain their models in an oral presentation:
ASSESSMENT ACTIVITY: ORAL PRESENTATION – LAYERS OF THE EARTH
Instructions:
1.
After completing the Earth model, you must do an Oral presentation about:
1.1
Different layers of the Earth.
1.2
Building steps of the model and materials used.
2.
Oral presentation must not be longer than 1 minute.
3.
Do not read content from the paper.
4.
Any resources can be used, but also read your textbook.
5.
Speak up and clearly.
6.
Hold up your model when you do your oral presentation.
7.
Additional pictures are also welcome about the different layers of the earth.
Criteria for Assessment
1.
2.
3.
4.
5.
Learner is ready for oral presentation.
Amount of facts of layers sufficient.
Building steps and materials was discussed.
Extra effort done with colour pictures.
Content was not read from paper and fluent.
TOTAL
Possible
Mark
3
3
3
3
3
15
True
Mark
Portfolio assessment
1. Develop a lesson plan on the content covered in this unit. Planning is the most
important tool for a teacher.
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2. Write down what your experiences were. Did it go well? Did the learners participate?
What strategies did you follow to improve the activity? What will you do different?
3. Annotate your lesson plan:
a. Mark the section you would do differently. Write how you would change
them.
b. List the problems that occurred. What can you do differently to solve the
problems?
4. Make a list of the resources you used and developed. Take photographs or include
them in your portfolio.
http://www.oercommons.org/courses/windows-to-the-universe/view
http://www.oercommons.org/courses/studying-changing-faces-in-the-solar-system/view
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