If you are leading the activity with a group that includes people who have played the game before, mix up the cards, choosing different ones from the time they were present. Choose between 12-16 cards from among those provided for the game. you should look at the facilitator guide for the reasoning behind each of the categories in the key. The cards for this game need to be cut into strips ahead of time. Later, we’ll talk about how we develop descriptions of phenomena that we can use to select good ones for a unit or as part of a scenario for an assessment.Īs you work, be sure to discuss your thinking with your partner: What makes this a phenomenon, design challenge, or disciplinary core idea? We’ve framed them as driving questions, because the idea is to see if we can tell the three apart (phenomena, design challenges, and disciplinary core ideas), and to develop a shared definition for when something is a “phenomenon” that we can use to guide us during the work we’ll do together for this workshop. These are all framed as if they were potential driving questions for a sequence of lessons in a unit. Your task is to work in pairs, to sort these cards (or strips of paper) into three piles, based on whether you think the card is: To do so, we’ve devised a game called the Phenomenon Game. We’ve now experienced what it’s like to engage with a phenomenon, but now let’s see if we can identify phenomena when we see them. Ecological Change, Group Territoriality, and Population Dynamics in Serengeti Lions. Â By how much was the population changing?ĭata comes from: Packer, C. Â What years was the population of African buffaloes increasing/decreasing? Maybe the population had been supressed by disease before 1960, but the disease ended.
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