Essay - K-5 Geology Lesson Collaborrative Fifth-grade Geology Lesson Communicating Objectives: the...

K-5 Geology Lesson

***** FIFTH-GRADE GEOLOGY LESSON

Communicating Objectives:

The objectives should be separated into those that relate to the course material and ***** that relate to ***** collaborative component. Regardless of the instructor's choice of methodology, students ***** understand that both aspects are equally important. To maximize student appreciation that working together efficiently and learning about geology are equal *****s ***** the practical lesson, the instructor should devote appropriate class discussion time to each element separately during the introductory lesson.

The substantive material should constitute roughly the first third of the lesson, including a ***** of ***** varied roles of geologists and the many useful applications of geology in the sciences, industry and technology. Ideally, the in-class discussion about geologists provides a transition to the second third ***** the lesson ***** ***** importance of collaborating with co-workers, in general, and particularly in the *****. The final third of the introductory lesson module consists of a brief in-class writing assignment, allowing ***** to define and explain various ********** of both ***** substantive and collaborative components of the proposed practical geology *****. Alternatively, the ***** module can present the first two-*****s of the lesson, with the written portion assigned as homework between the introductory lesson and the practical *****.

Written Protocol:

The ***** ***** need not necessarily address the portion of ***** introductory ***** devoted to ***** principles of professional collaboration, because it will be incorporated into the portion of the wr*****ten assignment pertaining to experimental pro*****col. *****, half ***** written assignment will reinforce geological principles, while the other half requires students to think ***** and ***** the various tasks necessary. In one incarnation, the instruc*****r might provide a breakdown of the individual roles that the collaborative groups ***** share during the practical lesson in order for students to complete a written description of the respective roles *****nd a procedure for ***** **********. In an alternate *****carnation, the instructor ***** allow the students to *****mulate their own conceptual underst*****ding of how to breakdown the component tasks of the project *****in groups.

Reviewing Written Protocol:

Regardless of which written protocol format the instructor selects, some time should ***** ***** to a review to determine whether or not additional instruction is required with regard to either (***** both) the substantive geology lesson or the ***** methodology. The main proviso in connection with the less guided version of ***** written ***** option is ***** it requires more time (at least half a subsequent le*****rning module) between the introduction and ***** modules. In many respects, it is well worth the effort, because the less ***** version allows students ***** opportunity ***** devise their own conceptual breakdowns ***** the ***** ***** tasks required by the practical module and to present them to the class during the pro*****col ***** (portion of the) lesson. An***** advantage ***** the less guided version is that it *****s a very n*****tural trans*****ion to the group selection step.

Group Selection:

It is anticipated that the less guided ***** version will lend itself