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| The Portable Document Format (PDF) is used
to distribute fully formatted, print-quality documents
electronically. The following information is available
to view and print as a PDF file with Adobe's Acrobat reader.
To install the FREE Adobe Acrobat Reader, visit the Adobe
Web site. |
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What is a Genesis science
module?
Genesis science
modules are extended units of
instruction designed to replace
or enhance traditional secondary
school science curriculum units
covering similar content material.
How does a Genesis science
module work?
Each module
takes students through a six-part
learning cycle that parallels
the process scientists and engineers
use to understand the world or
to solve problems. Each module
contains an Overview, plus various
Student Text materials, Student
Activities, and Teacher
Guides associated with each phase of
the learning cycle.
User's Guide PDF |
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Adobe's
Acrobat Reader©
The
Portable Document Format (PDF) is used to distribute
fully formatted, print-quality documents. |
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| Student Text materials
introduce students to the module topic
and provide information needed to promote
understanding. Each text is two to four
pages long and written at an appropriate
readability level. Each Student Text contains
explanatory static graphics and is prepared
in blackline master format (pdf). |
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| The learning
cycle is a series of six phases in which
the student experiences general introductory,
interactive, explorational, didactic, and
assessment processes in order to learn. |
| Briefing |
Introduces multi-disciplinary
modules emphasizing science and technology
content.
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| Exploration |
Introduces students
to new ideas through activities, links
these ideas to students’ current
understandings, and stimulates new questions
that lead to learning. Activities may
include reading, hands-on activities,
discussions, manipulation of data, or
exploration of resources.
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| Student
Mission |
Outlines
module goals for the student. Expectations
must be communicated clearly to the student.
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| Development |
Instructs through
experiments, observations, or reading
and discussion of text. After data is
recorded, interpreted, and conclusions
are drawn, a relationship between evidence
and decision-making is shown. Technical
vocabulary may be introduced here. Students
may use mathematics and computer tools
in their work.
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| Interaction |
Encourages interactions
with peers or appropriate resource persons
to accomplish a task.
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This phase of the
cycle may include two types of communication: |
| Communication Design |
Students design methods
for communicating observations, results,
and conclusions to a target audience.
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| Debate |
Students deliberate
and consider opposing points of view.
Discussions center around a given proposition
regarding the Genesis mission or related
science.
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Additionally,
it is recommended that students maintain
a Laboratory Notebook. This can serve as
a medium of communication between teacher
and students, as well as an item for assessment. |
| Assessment |
Allows students several
options to demonstrate what they’ve
learned. The goal is to determine student
achievement relative to standards addressed
in the module. Assessment items may be
selected or constructed by the teacher.
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| Each activity is written
as a Student Activity and an accompanying
Teacher Guide. Both are in blackline
master format (pdf). The Student Activity
pages contain the following sections,
as appropriate: Text, Problem, Procedure,
and Conclusion.
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| The Teacher Guide is a blueprint for
a successful classroom unit of instruction.
The Teacher Guide contains the following
sections: Background Information, Standards
Addressed, Materials Needed, Procedure,
Additional Learning Opportunities, Assessment
Options, and Resources.
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How do I determine what
part of my curriculum can be replaced with the Genesis
science module? Will the
module meet the standards required by my school?
The
Curriculum Connections section on the Overview indicates
the areas of traditional curricula for which the module
or particular activities can be substituted. These
are categorized by the NRC standards that the module
or activity addresses. |
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- Read the Overview section of the module.
This section identifies the content and learning objectives
that it covers.
- Print out the Student Texts, Student Activities,
and Teacher Guides.
These materials are available for easy printing at
the touch of a button.
- Determine which materials to use and sequence
them for your course of study.
- Read the background information in the first Teacher
Guide.
- Read the entire
Student Activity and think about it from the students’ perspective.
You know your students best. Where
will they have difficulty? What modifications will
you need to
make to ensure their success? If this is a hands-on activity, it is recommended
that the teacher try the activity from start to finish
in order to determine the availability of appropriate
supplies and equipment, check the utility of materials
substitutions, and make modifications to ensure student
success.
- Hand out copies of the Student Activity
and follow specific sections of the Teacher Guide.
- Assess student progress.
Assessment Options contains suggestions for formative
and summative assessments.
- The Additional Learning Opportunities are
applications of the content or added in-depth
investigations. You are encouraged to use these
with all students.
These optional activities are also appropriate
for students who are motivated by the topic,
need a different
input mode, or must make up work in a non-class
setting. |
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Adopted from: Minimum Safety
Guidelines for Presenters and Workshop Leaders–National
Science Teachers Association.
- Practice all demonstrations before presenting them.
- Research and understand the properties of all
chemical reactions.
- Provide all materials necessary for handling
any biohazard.
- Have a fire extinguisher available whenever
the slightest possibility of fire exists.
- Provide for proper disposal for all reagents
used in the demonstration.
- Model the proper use of safety goggles.
- Use safe quantities of materials. Keep hazardous
materials to a minimum.
- Do not overload ventilation systems. Do not
use materials that release noxious fumes into the
local
air supply.
- Replace chipped
or cracked glassware. If glassware is to be heated,
use
Pyrex® or its equivalent.
- Provide for shielding and eyewear for demonstrator
and audience members when there is the slightest
possibility of explosion or projectiles.
- Lasers exceeding
1.0 mw should not be used in a demonstration.
Provide for eye safety for
all participants
and audience
members.
- Properly secure all tanks of pressurized
gases.
- Obtain all necessary permits for firing
model rockets or pyrotechnic devices.
- Arrange for proper waste containers.
- Dress appropriately for the demonstration,
keeping in mind your safety as well
as modeling safety
for the audience.
- Do not perform the demonstration
if you are uncertain of any outcome
or
procedure.
Do
not hesitate
to seek assistance. Satisfy the
need for safety above
that
of any educational requisite.
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