12,782
edits
OER4Schools/Collecting and interpreting information: Difference between revisions
From OER in Education
OER4Schools/Collecting and interpreting information (view source)
Revision as of 18:41, 7 January 2015
, 11 years ago→Information gathering and data collection
| (2 intermediate revisions by 2 users not shown) | |||
| Line 168: | Line 168: | ||
''What are some of the vegetables and trees that are grown in our community and why are they being grown here?'' (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. | ''What are some of the vegetables and trees that are grown in our community and why are they being grown here?'' (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. | ||
'''Idea D: Planning for a trip to the game reserves and | '''Idea D: Planning for a trip to the game reserves and {{nationalpark}}''' | ||
[[image: Victoria_Falls.png|600px]] | |||
Imagine you have two overseas visitors who have just arrived in {{capital}} and would like to visit a game reserve near {{capital}}, plus the {{nationalpark}} and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from {{capital}} city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at {{capital}} city centre? Please state the distance of travelling to each place and the approximate time required to travel. | |||
{{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}} | |||
{{Kenya|Example of website on visiting Kenya: http://www.touropia.com. }} | |||
Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops? | |||
'''Idea E: Investigating my body and how it works''' | '''Idea E: Investigating my body and how it works''' | ||
| Line 216: | Line 222: | ||
}} | }} | ||
{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is | {{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether it is in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas. | ||
{{activity|otr|: Video sequence and discussion.|5 }} | {{activity|otr|: Video sequence and discussion.|5 }} | ||
| Line 231: | Line 237: | ||
{{Background|text = | {{Background|text = | ||
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of | As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of three or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again! | ||
}} | }} | ||
