Static Electricity
BC IRPs
Grade 9: Electricity
-Explain the production, transfer and interaction of static electrical charges in various materials
-Exaplain how electric current results from separation of chare and the movement of electrons
-Compare series and parallel cirucits involving varng resistances, voltage and currents
-Relate electrical energy to power consumption
Reflection: Electricity is a big unit. Unfortunatly, there is only three weeks to cover the unit as it is aandwiched between a month break, because of Chinese New Year, and the start of science fair. That doesn't leave much time to give lectures, consolidate learning and demonstrate mastery of the subject. To overcome this, I have a have created a flipped classroom, where students learn material through on-line videos, and work on projects in class. My role as teacher is to help students through theiir various projects as they might not have background support. What a flipped classroom does is place onus upon the student to learn the material at home or at home and come prepared to work and ask clarifying questions in class.
The results have been amazing. Students learn at their own pace, granted a hectic one, and have fun with the project. I still believe one of the best ways to disseminate is to direct teach in small doses. However, given the limitations of time, a flipped classroom is highly effective.
Ever since I've discovered the power of Problem/Project Based Learning, I have tried to move away from traditional teacher-centred lectures. There is something about getting students excited about building models and taking control of their own learning. That said, there are some educational standards where lectures are a necessity. The Earth and space units in the grade 7 and 9 are so full of factual information that the easiest and straightforward way to get at that information is through textbook and lecture-style lessons. Lessons that are often boring and forgettable.
Even though I bring in visuals, incorporate students in modeling and activities, and attempt to be funny, it is these lessons that are soon be forgotten by the end of theyear. I have students who have been educated in a system of rote memorization and often do well in those types of test questions. However, it’s the critical thinking questions that these same students often fail at.
What’s exciting though, is if these (personally) boring lectures serve a greater purpose. Students need to have background information in demonstration of their learning. These lessons set up students for success and don’t take away from the provincial learning standards. The hope with these mini fairs is that students consolidate their learning in more meaningful ways.
Link to the flipped classroom videos
Grade 9: Electricity
-Explain the production, transfer and interaction of static electrical charges in various materials
-Exaplain how electric current results from separation of chare and the movement of electrons
-Compare series and parallel cirucits involving varng resistances, voltage and currents
-Relate electrical energy to power consumption
Reflection: Electricity is a big unit. Unfortunatly, there is only three weeks to cover the unit as it is aandwiched between a month break, because of Chinese New Year, and the start of science fair. That doesn't leave much time to give lectures, consolidate learning and demonstrate mastery of the subject. To overcome this, I have a have created a flipped classroom, where students learn material through on-line videos, and work on projects in class. My role as teacher is to help students through theiir various projects as they might not have background support. What a flipped classroom does is place onus upon the student to learn the material at home or at home and come prepared to work and ask clarifying questions in class.
The results have been amazing. Students learn at their own pace, granted a hectic one, and have fun with the project. I still believe one of the best ways to disseminate is to direct teach in small doses. However, given the limitations of time, a flipped classroom is highly effective.
Ever since I've discovered the power of Problem/Project Based Learning, I have tried to move away from traditional teacher-centred lectures. There is something about getting students excited about building models and taking control of their own learning. That said, there are some educational standards where lectures are a necessity. The Earth and space units in the grade 7 and 9 are so full of factual information that the easiest and straightforward way to get at that information is through textbook and lecture-style lessons. Lessons that are often boring and forgettable.
Even though I bring in visuals, incorporate students in modeling and activities, and attempt to be funny, it is these lessons that are soon be forgotten by the end of theyear. I have students who have been educated in a system of rote memorization and often do well in those types of test questions. However, it’s the critical thinking questions that these same students often fail at.
What’s exciting though, is if these (personally) boring lectures serve a greater purpose. Students need to have background information in demonstration of their learning. These lessons set up students for success and don’t take away from the provincial learning standards. The hope with these mini fairs is that students consolidate their learning in more meaningful ways.
Link to the flipped classroom videos
science_9_unit_overview-_electricity.docx | |
File Size: | 28 kb |
File Type: | docx |