Scenario and Chapter Challenge
The scenario described leads to the focal point of this chapter, which is for the students
to make a booklet on one current environmental issue with the purpose of educating
a targeted audience. This topic will not be new to the students and they will be very excited. To get them focused, emphasize that there will be nine activities to be done and that they all contribute to a more thorough understanding of the task. Explain that after each activity, they will be made to reflect on what they have done with one goal in mind – how does the activity help in the resolution of the Chapter Challenge?
You may wish to show students booklets about environmental issues, if they are available. Also, tell your students that they will be given enough time for the Chapter Challenge. Remind them, however, that procrastination will not work. Entertain as many questions that the students will ask. It is only through their questions that you will have a better perception of their grasp of the task ahead of them.
Assign the steps required in the book to teams. Give them time to discuss it among themselves and then ask them to explain it to the class. Ask the class if they can add
to the explanations already given. Allow them to state their disagreement for as long
as they can explain why they do so.
Criteria
One way for the students to have ownership of their learning process is for them to be involved in the assessment as well. The best way to do this is to ask for their input in defining the criteria to be used for their rubric. Also, students should provide input into how many points or how much weight should be given for each element of the Chapter Challenge. Tell them that with their rubric, they can target the grade that they want to get. Explain to them with the help of their rubric, they will actually be grading the booklets of the other groups.
An example of a rubric is shown on the following page. You can use it as is or
modify it, taking into consideration your state science content Standards, your particular assessment style, and your students’ ideas. |