TRANSFORMATION
According to Jay McTighe (n.d.), when students truly have an understanding of a concept, they display six facets: explain, interpret, adapt, perspective, empathy, and self-knowledge (p. 4). Through the implementation of technology in a meaningful way, students should be able to explain the concept of mass, volume, and density in their own words and teach others the meaning. In addition, students should be able to adapt their knowledge of these concepts and apply them to new contexts such as why objects float and sink in water.
By the end of my solution implementation, my hope is that students should be able to understand density at a deeper level. Students will need a deeper understanding of mass and volume and how these two things relate to explain WHY less dense things float and more dense things sink. Having this understanding will allow students to connect the effects of temperature on the density of an object. Using technology as checkpoints and formative assessments will allow me to catch misconceptions and struggling students quickly and effectively.
Resources:
McTighe, J. (n.d.). Understanding by Design. Retrieved July 13, 2014, from https://www.mheonline.com/secondaryscience/pdf/ubd.pdf
By the end of my solution implementation, my hope is that students should be able to understand density at a deeper level. Students will need a deeper understanding of mass and volume and how these two things relate to explain WHY less dense things float and more dense things sink. Having this understanding will allow students to connect the effects of temperature on the density of an object. Using technology as checkpoints and formative assessments will allow me to catch misconceptions and struggling students quickly and effectively.
Resources:
McTighe, J. (n.d.). Understanding by Design. Retrieved July 13, 2014, from https://www.mheonline.com/secondaryscience/pdf/ubd.pdf