{"id":88,"date":"2018-07-30T10:00:18","date_gmt":"2018-07-30T15:00:18","guid":{"rendered":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/?p=88"},"modified":"2018-12-18T16:37:22","modified_gmt":"2018-12-18T21:37:22","slug":"week-1-lesson-plan","status":"publish","type":"post","link":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/week-1-lesson-plan\/","title":{"rendered":"(I think this is a key for the Drive) Investigation A: Instructor-only notes"},"content":{"rendered":"
    \n
  1. Briefly describe the Lab<\/a><\/span>\n
      \n
    1. Students will be working in groups<\/span><\/li>\n
    2. They will learn by doing<\/span><\/li>\n
    3. Each week is a new investigation. \u00a0For each investigation there will be background information and a question posed. \u00a0They will design and conduct an experiment that addresses the question.<\/span><\/li>\n
    4. Prior to lab, students will read the investigation and prepare for lab by completing that week\u2019s planning form and pre-lab activities.<\/span><\/li>\n
    5. Encourage equal participation. \u00a0Lack of participation from a student can significantly reduce their grade!<\/span><\/li>\n<\/ol>\n<\/li>\n
    6. Introduce the Lab Manual<\/span>\n
        \n
      1. Each student needs to have his or her own manual. \u00a0They need to bring it to lab every week. Point out the three different sections:<\/span>\n
          \n
        1. Guide to Success: Includes general information about the course, how to conduct a lab, write a report, etc.<\/span><\/li>\n
        2. Reference: Includes instructions on how to use equipment and software for lab experiments.<\/span><\/li>\n
        3. Investigations: background information, terms, pre-labs, planning forms, etc. for each lab.<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
        4. Planning Forms<\/span>\n
            \n
          1. Instead of telling students about planning forms, it is most beneficial to discuss them as students do them. <\/span>\n
              \n
            1. Have students turn to the first investigation. \u00a0Point out the question under investigation, background information, pre-labs, terms\/concepts of interest, special equipment sections.<\/span><\/li>\n
            2. Go through the first page of the planning form. \u00a0Allow students to work in groups to formulate responses, then discuss what would be appropriate. \u00a0This weeks\u2019 hypothesis is provided (\u201cLarger moths are eaten more often than smaller ones because they are easier to see.\u201d) but you will want to encourage discussion about developing a hypothesis now because students will do it on their own in the future.<\/span><\/li>\n
            3. Discuss experimental design with a control and experimental groups. \u00a0Ensure that the students have a good understanding of independent and dependent variables so that they may construct graphs properly.<\/span><\/li>\n
            4. Students are expected to complete the Preparation Checklist (on the backside of the planning form), but only A-C are required. Students can keep D blank. \u00a0<\/span><\/li>\n
            5. Emphasize that planning forms are expected to be completed individually, but this week, they\u2019ll be completed as a group. \u00a0This would be a good time to contrast collaboration and plagiarism.<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
            6. Investigation<\/span>\n
                \n
              1. Aside from the basics of designing and conducting an experiment, and writing a lab report, you will want to encourage students in the following areas:<\/span>\n
                  \n
                1. Developing a testable repeatable experiment. \u00a0Remember that the moth is in its \u201cnatural\u201d habitat. \u00a0Removing the pieces from the box to make them easier to see may not provide information that will help the scientist in the background who is working in the field with \u201clive\u201d colonies and predators. \u00a0Students don\u2019t often realize that to make something harder to see, they can just close their eyes!<\/span><\/li>\n
                2. Appropriate controls. \u00a0How large is large? How small is small? \u00a0Can you assume that all Catocala colonies contain the same number and sizes of individuals? \u00a0Is experimenter bias something to be concerned about? What about hand size of the predators? \u00a0Will the moth be replaced after each sample, or at the end of a trial? Do students think the predator selects prey one at a time, or by the handful? These are all things for students to think about, but having to consider all of these questions at once can overwhelm students and make them feel like the investigation is impossible. \u00a0<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                  Additional resources<\/span><\/h2>\n

                  Quiz<\/span><\/a><\/p>\n

                  Key<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

                  Briefly describe the Lab Students will be working in groups They will learn by doing Each week is a new investigation. \u00a0For each investigation there will be background information and a question posed. \u00a0They will design and conduct an experiment that addresses the question. Prior to lab, students will read the investigation and prepare for … <\/p>\n

                  Continue reading “(I think this is a key for the Drive) Investigation A: Instructor-only notes”<\/span><\/a><\/p>\n","protected":false},"author":10,"featured_media":87,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[5,3],"tags":[],"class_list":["post-88","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-labs","category-science-or-not"],"acf":[],"_links":{"self":[{"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/posts\/88","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/comments?post=88"}],"version-history":[{"count":7,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/posts\/88\/revisions"}],"predecessor-version":[{"id":635,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/posts\/88\/revisions\/635"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/media\/87"}],"wp:attachment":[{"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/media?parent=88"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/categories?post=88"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/wp-json\/wp\/v2\/tags?post=88"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}