The purpose of this activity is to share the information contained on the website, build in movement, develop verbal fluency and check for understanding. It is also used to demonstrate to students that collectively they know a great deal. Use the “Learn About” and “Explore Trends” pages to complete the following activity.
After completing the jig saw activity, students will engage in a scavenger hunt to answer questions about the material presented on the website.
Teacher Note: This activity gets your students up and moving around the room. Store book bags and other materials away from where the group will be working. This activity takes approximately 20-30 minutes. You should set a time utilizing a teach timer or use one of Kegan's online timers, to keep students focused (see resource for online timer).
Objectives
- Students will develop social skills by working with a group
- Students will review their knowledge of striped bass life cycle, nursery, physics of ETM and trends in the ETM by organizing information in a chart
- Students will demonstrate that collectively they know a great deal about striped bass and physics
Materials
- Scavenger Hunt worksheet
- Computers with access to the Fish and Physics Learn About and Explore Trends web pages or hard copies of the text.
- Space for students to more about in the room.
Procedure
The purpose of this activity is to jigsaw the information contained on the website, build in movement, develop verbal fluency and check for understanding. It is also used to demonstrate to students that collectively they know a great deal. Use the "Learn About" and "Explore Trends" pages to complete the following activity.
- Place students in groups or teams to discuss their work after the scavenger hunt.
- Students will individually read through the scavenger hunt questions and select one on which they will be the expert. They only answer this one question on their answer sheet initially. (For lower level students you might assign a specific question to each student based on ability)
- You may also want to initial the answers of the experts before they start the hunt to ensure that a “virus” does not spread around the room, or you may let the students discover and deal with any errors.
- Students use all the people and materials in the room as resources to obtain the rest of the answers. Students may obtain one answer from each person they ask. Answers are obtained by asking other students one question who can fully explain the answer. The name the student lists as a resource is the person from whom they actually obtain the answer. (This student signs the worksheet)
- When time is called (use a timer approximely 20-30 minutes), students return to their table groups to verify answers, and complete any unfinished answers.
- Only unresolved issues need to be discussed with the entire class.
National Science Education Standards
9-12 A: Science as Inquiry
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
9-12 B: Physical Science
- Motions and forces
- Interactions of energy and matter
9-12 C: Life Science
- Interdependence of organisms
- Matter, energy, and organization in living systems
- Behavior of organisms
9-12 D: Earth and Space Science
- Energy in the earth system
9-12 E: Science and Technology
- Understandings about science and technology
9-12 F: Science in Personal and Social Perspectives
- Environmental quality
- Natural and human induced hazards
- Science and technology in local, national, and global challenges
9-12 G: History and Nature of Science
- Science as a human endeavor
- Nature of scientific knowledge
- Historical perspectives
Lesson Resources
Learn About and Explore Trends web pages
Scavenger Hunt Worksheet