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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