Objective # 5: Creating a Lab Report (Light Waves)

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Objective # 5: Creating a Lab Report (Light Waves) by Mind Map: Objective # 5: Creating a Lab Report (Light Waves)

1. Differentiated Learning Styles (based on Howard Gardner's 8-styles) See Reference 1

1.1. Case Study 1: Yegor is a Ukrainian, male student with a Logical-Mathematical; Body-Kinesthetic; Naturalistic learning preference

1.1.1. Teaching Strategy 1 (Process): Use group-based learning centres (with various lenses) for students to create scientific illustrations of the images produced by convex and concave lenses

1.1.2. Teaching Strategy 2 (Product): Create the final Lab Report (incorporating the hypothesis, materials, method, data, analysis, and conclusion) on an image and data-based infographic poster

1.2. Case Study 2: Vendi is a Czech female student with a Visual-Spacial; Musical; Body-Kinesthetic learning preference

1.2.1. Teaching Strategy 1 (Content): Watch a content-based film, accompanied by guided questions

1.2.2. Teaching Strategy 2 (Process): Photographic treasure-hunt of examples of lenses and mirrors in the school and home environment

2. Different Readiness (Based on the standardised MAP scores in Reading, Language, Math, and potentially Science)

2.1. Case Study 5: Nina is a Georgian female student who is below grade level on reading, on grade level for language, and on grade level (at the lower end) for mathematics

2.1.1. Teaching Strategy 1 (Process): Cubing would be a great way for Nina, who loves writing, to look at the various functions of mirrors and lenses. Examples could be: write a story that features a mirror or lens; recall a time when you used a mirror/lens - describe what it was used for; contrast the effects of mirrors and lenses (McCarthy)

2.1.2. Teaching Strategy 2 (Process): Demonstrate how a method would be created, using an analogy to cooking. Nina enjoys baking so brings in a cake and describes/presents the materials/method section (possibly enhanced with original photography) as a peer teaching method.

2.2. Case Study 6: Artem is a Ukrainian, male student who is on grade level for reading, on grade level for language, and at above grade level for mathematics

2.2.1. Teaching Strategy 1 (Process): Breaking up the class into 4 groups for a Jigsaw exercise on compiling a lab report, based on an article and checklist. Each group will tackle Question/Hypothesis; Materials/Methods; Data/Analysis; Conclusion/Discussion. Artem would do well as a group leader for his group (McCarthy).

2.2.2. Teaching Strategy 2 (Process/Product): Tiered based exercise, individually or in a team, about creating a model of how different colours are reflected or absorbed, from selected materials (McCarthy).

3. Different Interests (Based on the creation of individualised learning profile cards) See Reference 2

3.1. Case Study 3: Maria is a Polish, female student with a preference for spending time with friends; singing; artistic pursuits; sports; taking care of animals

3.1.1. Teaching Strategy 1 (Process): A "Think Dots" exercise incorporating writing, researching and drawing skills. Questions could include: What does concave/convex mean? Draw a picture of the 2 types of lenses? List examples of things that contain lenses? What 2 types on lenses are found in animals? Show a scaled drawing of the image size seen through each lens? If you could not see far which lens would you need?

3.1.2. Teaching Strategy 2 (Product): Given that Maria has an interest in animals she could research the different types of lenses animals have (e.g. compound eyes in dragonflies) compared to humans (camera-type). This could serve as Background Research to her Lab Report, as well as enabling her to make real-life connections within her conclusion.

3.2. Case Study 4: Gergo is a Hungarian, male student that likes to tinker with engineering projects, play basketball, read, create music, and chat with friends in his spare time.

3.2.1. Teaching Strategy 1 (Product): Gergo is interested in engineering and group work. As Background Research he could invesitage how lenses are made, and try building his own basic telescope.

3.2.2. Teaching Strategy 2 (Content): Students can be grouped to review a content-based article on Lenses, and use the "Save The Last Word For Me" exercise (Averette).

4. References

4.1. 1 Multiple Intelligences Self-Assessment. (n.d.). Retrieved April 09, 2016, from http://www.edutopia.org/multiple-intelligences-assessment Adapted from a questionnaire created by Branton Shearer of M.I. Research and Consulting

4.2. 2McCarthy, J. (2014, January 15). Learning Profile Cards. Retrieved April 09, 2016, from http://openingpaths.org/blog/2014/01/learning-profile-cards/

4.3. 3Framework for 21st Century Learning - P21. (n.d.). Retrieved April 09, 2016, from http://www.p21.org/our-work/p21-framework

4.4. 4 McCarthy, J. (2014, July 29). 15 Readiness Resources for Driving Student Success. Retrieved April 09, 2016, from http://www.edutopia.org/blog/differentiated-instruction-readiness-resources-john-mccarthy

4.5. 5 5Averette, P. (n.d.). Save the Last Word for ME. Retrieved April 9, 2016, from http://www.nsrfharmony.org/system/files/protocols/save_last_word_0.pdf National School Reform Faculty