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QEP POLs for secondary cycle 1 relevant to the concept in of lithosphere |
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Lithosphere: Relief i. Describes relationships between relief (topology) and geological and geophysical phenomena (e.g. the retreat of a glacier causes the formation of a plain) ii. Describes the effect of relief on human activities (e.g. transportation, construction, sports, agriculture) |
Use Play-Doh to teach children about the different topography of a region through the use of a fun hands-on activity. Students often have a hard time visualizing the topography of a particular region especially if they are from a region with flat lands. Design a contour map with Play-Doh to show the elevation in certain areas of the map. This fun activity is fully described with step-by-step instructions on how you can incorporate this activity into your classroom. This article also provides teachers with student samples on the different ways you can form the region with different reliefs. In addition, this article aids teachers in coming up with discussion questions that can explain why certain areas have certain topographies. To learn more about how you can incorporate this lesson into your classroom, please read the article below: Watson, J., Beswick, K., & Brown, N. (2012). Educational research and professional learning in changing times: The MARBLE experience. Rotterdam: Sense Publishers. |
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Lithosphere: Types of rocks i. Describes the formation of three types of rock: igneous, metamorphic, sedimentary ii. Classifies rocks by method of formation (e.g. granite is an igneous rock, lime is a sedimentary rock, slate is a metamorphic rock) iii. Distinguishes between rocks and minerals |
Bring Yellowstone’s geological landscape in your classroom to teach students about rocks. This article presents a detailed lesson plan with guiding questions that can be used in your lesson. Students will build their own Yellowstone Geological landscape, which contains sedimentary rocks. The class will come up with a concept map which will help students see the big picture. This article provides you with a working concept map so that you have an idea of how the concept map should look like. This article also provides discussion questions you can use at the end of your lesson. To learn more on how you can incorporate this lesson into your classroom, please read the following article: Kristen S & Ana K. H (2014). Ecological Relationships Lesson #2: Geology Shapes The Landscape. Yellowstone Youth Conservation Corps (YCC) Resource Education Curriculum (REC). Book 2 |
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Lithosphere: i. Names basic minerals based on their properties (e.g. colour, hardness, magnetism) |
Allow your students to be mineral detectives. This lesson demonstrates how teachers can design an activity with minerals where the students must identify different types of minerals. Students learn better when they are presented with hands-on activities. The article goes through a step-by-step process to explain how to set up for this activity where students must identify different unknown minerals. This lesson also comes with worksheets and guiding questions that can be used for this lesson. To learn more about how you can make your students mineral detectives, read the following article: Rudi Thompson & Elizabeth Carmack (2007) Investigating Minerals: Promoting Integrated Inquiry. Science Activities: Classroom Projects and Curriculum Ideas, 44(2), 56-60. |
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QEP POLs for secondary cycle 1 relevant to the concept in of Volcano |
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Volcano: |
Explain the different types of volcanoes by exploring the world. Student often have a hard time distinguishing between the different types of volcanoes. This resource provides teachers with links and resources on how you can teach the different types of volcanoes with real life examples. This website also shows you volcanoes that are on other planets! Furthermore , this article demonstrates the different types of elevation on the world map. In addition, it provides various links, ideas, and resources you can use in order to teach the diverse types of volcanoes. If you want to use these resources, please read the following article: Steven Henry Schimmrich and Pamela J. W. Gore ( 1996). Exploring Geology on the World-Wide Web - Volcanoes and Volcanism |
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Volcano: |
Incorporate virtual, analogue and numerical model when teaching about volcanoes. Students learn better when activities are hands-on. This article provides a hands-on activity when exploring the viscosity, volatiles and volume of volcanoes. This paper also demonstrates how to set up volcanoes and how to test the different factors that affect the volcanoes. To learn more about this experiment, please read the article below: Lechner, H. N.; Gochis, E. E.; Brill, K. A. (2014). Schoolyard Volcanoes: A Unit in Volcanology and Hazards |
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Volcano: |
Use Google earth to explore different types of volcanoes. This lesson does not require any prior knowledge on how Google earth works because it goes through a step by step process to ensure that the teacher and student will understand how to use this software. Students often have a hard time visualizing volcanoes, especially if they are from a region where volcanoes do not exist. This software allows students to see the volcanoes in 3D and have a 360o view on the diverse types of volcanoes around the world. This resource also provides teachers with background information that can be used for their own knowledge in order to enhance their lesson. Schipper, S., & Mattox, S. (2010). Using Google Earth to Study the Basic Characteristics of Volcanoes. Science Scope, 34(3), 28-37. |
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QEP POLs for secondary cycle 1 relevant to the concept in of Earthquake |
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Earthquake: Describes the processes that cause earthquakes (e.g. tectonic plate movements, slides) |
Use Cyber-Enables Earth exploration (CE3) as a technological tool to explore earth quakes in your classroom today. This article goes into a deep discussion on how you can use this software to teach students about plate tectonics. The article starts by exploring phenomena at Earth’s surface. The students make observations and experience the process of discovery. To learn more on how you can incorporate this software into your classroom, please read the article below: Almquist, H., Crews, J. & Blank, L. (2013). Cyber-Enabled Earth Exploration (CE3): A new approach for teaching about volcanoes, earthquakes, and plate tectonics. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 4620-4626). |
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Earthquake: Describes the processes that cause earthquakes (e.g. tectonic plate movements, slides) |
Use relevancy as a tool when teaching about earthquake. Students learn better when they are giving real life examples. This article discusses recent earthquakes and how you can incorporate these phenomena when teaching students about earthquakes. To learn more on how you can incorporate real life natural disasters in your classroom, please read the article below: Murrell, K. L. (2007). Nature's Way of Teaching Us About Change: Learning from Hurricanes, Tsunamis, Earthquakes and other Natural Disasters. Organization Development Journal, 25(1), 27-36. |
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QEP POLs for secondary cycle 1 relevant to the concept in of Tectonic plate |
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Tectonic plate: Describes the main elements of the theory of tectonic plates (e.g. plate, subduction zone, mid-oceanic ridge) Orogenesis: Describes the formation of mountains, folding and breaks (tectonic plate movements) |
Students usually have a hard time to visualize plate tectonics because they lay beneath the earth’s crust. A good way to explain plate tectonics is through historical inquiries. This article demonstrates how you can incorporate an inquire based learning in your classroom when teaching about plate tectonics. The author explores how the students understand the concept. To learn more on how you incorporate the history of tectonic plates into your classroom, please read the article below: Dolphin, G., & Benoit, W. (2016). Students’ mental model development during historically contextualized inquiry: how the ‘Tectonic Plate’ metaphor impeded the process. International Journal of Science Education, 38(2), 276-297.
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Tectonic plate: Describes the main elements of the theory of tectonic plates (e.g. plate, subduction zone, mid-oceanic ridge) Orogenesis: Describes the formation of mountains, folding and breaks (tectonic plate movements) |
Use web-based learning when teaching about plate tectonics. This article explains how you can incorporate an inquiry based learning approach when teaching about plate tectonics with an emphasis on the use of technology. Students have a good understanding of what earthquakes are , but however when asked about plate tectonics they often have a difficult time visualizing this phenomenon. This article explains how teachers can define a learning goal for this lesson. It also provides many concept maps that teachers can go through to decide what they best lesson would be for their classroom. To read more, please refer to article below: Hsu, Y. S., Chang, H. Y., Fang, S. C., & Wu, H. K. (2015). Developing technology-infused inquiry learning modules to promote science learning in Taiwan. In Science Education in East Asia (pp. 373-403). Springer International Publishing.
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QEP POLs for secondary cycle 1 relevant to the concept in of Atmosphere |
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Atmosphere: General characteristics of the atmosphere i. Locates the main layers of the atmosphere (troposphere, stratosphere, mesosphere, thermosphere) ii. Describes the composition of pure air at sea level (nitrogen, oxygen, carbon dioxide, water vapour) iii. Describes the relationships between the atmosphere and certain human activities (e.g. recreation, transportation, energy consumption) |
Although the atmosphere is all around us, it is difficult for students to understand the different layers of the atmosphere since it is unrealistic to measure the heights with an naked eye. In order to help students understand the height of the atmosphere , teachers can apply this activity, where it shows ground level measurements of how high the atmosphere is in reality. Students can discover the different layers of the atmospheres and its measurements , by comparing the numbers they have gotten by performing this activity. To learn more about how to teach students about the atmosphere, please read the article below: Watson, J., Beswick, K., & Brown, N. (2012). Educational research and professional learning in changing times: The MARBLE experience. Rotterdam: SensePublishers.264-266
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QEP POLs for secondary cycle 1 relevant to the concept in of Erosion |
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Erosion: Describes different types of erosion (e.g. soils dried by the wind, fragmentation of rocks caused by water freezing and thawing) |
Use formative assessment to ensure the understanding of the student’s when teaching about erosion. There are many alternative conception that may arise when teaching about erosion, to ensure that all of your student have a good understanding of erosion, this article provide a formative assessment probe which will demonstrate the students’ understanding. This article provide teaching with background knowledge of the topic and formative assessment worksheet which teacher can use. In order to us these worksheets, please visit the article below: Keeley, P. (2016). Is it erosion or weathering? Science and Children, 53(7), 24-26. |