Activity Structure
Introduction to Writing Activities
If you have recently completed the Watersheds
Activity and have it with you, please get it out. If not,
please sit in a group with someone who does.
Types of Questions
Directed
• What are the three different units of
length used in the Model?
• What type of bacteria is found on this
plate?
• What is the charge on a sulfate anion?
• What is the area of a circle with a radius
of 3.5 cm?
Convergent
• Which molecule in the list would you
predict to have the highest boiling point?
• Based on the examples given, propose a
definition for the term “sunk costs.”
• What is the mathematical relationship
represented by the data points on the
graph?
• What evidence do you have to support
your conclusion
Divergent
•
•
•
•
Where would be the optimal location for a new water treatment plant?
How might scientists experimentally determine the mass of a proton?
Why are the questions in this activity ordered in the way they are?
What is the most efficient way to dissolve 10 grams of salt in a sample of water?
Based on the examples given here, develop a group consensus on definitions for each
of these types of questions. Each definition should be at most two sentences.
MetaActivity: Activity Structure II
As a group, complete ChemActivity 1: The Nuclear Atom.
As your group works through this activity, follow these
instructions:
•
Manager: Allow a minute or so for the group examine
the Model. Then, with your group, complete the
questions (P–V).
•
Reader: Read each question out loud to help keep the
group together.
•
Please notify the facilitator when you have completed
the activity. (10 min)
MetaActivity: Activity Structure II
• Complete Models 1 and 2 of MetaActivity II.
• The Manager should facilitate the group discussion to
answer the questions and achieve consensus answers.
• After each question, the role of Reader should rotate
around the group.
(20 min)
Report Out on Mapping
• Does this activity follow the Learning Cycle?
• To what extent is there agreement about the
assignments of the types of questions (DCV)?
• To what extent is there agreement about the
assignments of the phases of the Learning
Cycle (EIA)?
• What, if any, relationship is there between the
phase of the Learning Cycle (EIA) and the type
of question used (DCV)?
Construct an Activity
You may assume that the students:
• Can correctly interpret Venn diagrams;
• Know what triangles, squares, and pentagons are.
Report Out