LESSON COMPONENTS:

Learning Cycle Lesson
OUTCOME:

I. Design an inquiry-based, multimedia teaching module incorporating various modes of representation, including visualizations, laboratory, etc. to teach a chemistry concept. The learning cycle instructional strategy will be used. The module may contain multiple learning cycles or multiple phases of the learning cycle and may be based on a previously written learning cycle or laboratory. The visualization part of the learning cycle will serve as the intervention for a research proposal (inquiry project)..

• A draft of module,
• peer-teaching of module,
• a semi-final version, including teacher and student versions, and
• the final version of the module is required.

INQUIRY LESSON COMPONENTS:

 Teacher and student guides of a module that must be learning cycle/inquiry-based containing at least 3 sections (Exploration, Discussion, and Expansion) and uses molecular visualization in at least 1 part:

• Students investigate specified variables (Exploration)
• Students are asked to find patterns or generalizations in their data (Discussion)
• Students are asked to apply/expand generalization (Expansion)

Student Guide containing student sheets for:

• Exploration(s)
• Discussion(s)
• Expansion(s)/Application(s)

Teacher Guide containing these sections:

• Concept(s) developed
• Prior concepts needed
• Standards targeted
• Materials, including title, source, and copyright issues of targeted animation/visualization
• Time frame suggested
• Chemistry background for the novice teacher
• Teaching notes for each section of the student guide
• Suggested assessments of student learning

The Teacher's Guide should be fully detailed and include MOST of the items listed below. Make a plan that you or a substitute teacher would be able to use in your classroom.

SAMPLE TEACHER GUIDE: (USE 12 font times for text and all formatting as below.)

TITLE OF LESSON
by your name; edited by Vickie M. Williamson
Teacher's Guide

CONCEPT STATEMENT: [Describe the concept you plan for the students to develop as a statement that your medium-to-good students would say about the generalization depicted in your guided inquiry portion.]

PRIOR CONCEPTS REQUIRED: [List any prior concepts that are required; these can be concept topics or statements, but should be specific enough a teacher could decide if his/her class could do this learning cycle.]

TIME FRAME: [Time you plan to spend on each phase or activity of the learning cycle.]

MATERIALS: [List the materials needed for each phase of the learning cycle]

SAFETY: [List any safety concerns for each phase of the learning cycle]

CHEMISTRY BACKGROUND FOR THE TEACHER: [Explain the chemistry behind it all to the teacher.]

TEACHING NOTES: [Specify what the teacher will do, say, etc. during EACH phase of the learning cycle.]

Exploration: (Give the teaching hints here for the exploration or guided-inquiry lab, do not copy the student pages, just give notes to the teacher about what he/she should do during this part)

Discussion: (Include the questions teachers should use during the discussion.)

Application/Expansion: (List and discuss various applications. One application MUST be an open-inquiry lab. The other applications can be 'ideas' or less developed. Can include homework assignments if appropriate.]

ASSESSMENT: [Describe your form of assessment (students' oral response, quiz the following day, lab reports, homework, separate performance assessment, etc. The separate assessment is OPTIONAL.]

SAMPLE STUDENT VERSION: (USE 12 font times for text and all formatting as below.)|
Student versions will vary depending on the lesson. Let's all use the same heading format.

TITLE OF LESSON

Name_________________________________ Date_____________ Period_________

EXPLORING:

1.