1.1 Introduction and When Is Science Relevant: Difference between revisions

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Revision as of 10:00, 12 January 2022

Learning Goals

[Link to PlayPosit]

[Link to instructional video]

More details: [link to topic on SSS website]

After this lesson, students should

[What they should understand, feel, learn, etc.]

Definitions

Term
Explanation.

Examples

[item 1]

Common Misconceptions

Mistaken quote
Explanation.

Context

[Explanation of how the current topic into the larger context of the course by explaining how the previous topic(s) relate to the current topic and leaving cliffhangers for future topics where relevant throughout the lesson]

Before

X.X Lesson Name

Explanation.

Itemized explanation.

After

X.X Lesson Name

Explanation.

Itemized explanation.

Recommended Outline

Before Class

[Any essential logistical things that need to be done for this class]
Prepare a seating chart.
Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have.
(Optional) Prepare a presentation.

During Class

(5 min) Come up with some fun way to assign the roles of spokesperson and notetaker (e.g. earliest birthday in the year, lives furthest from campus). Remind them of the responsibilities of these roles.
([#] min) [Description of some module from #Lesson Content]
(5 min) Collect questions for plenary.

After Class

[Any essential logistical things that need to be done as followup for this class]
Collect answers from notetakers for the forum / plenary.

Lesson Content

Clicker Question

Question
First option

Second option

Third option

Fourth option

Ice Breakers

The purpose of this activity is to encourage students to turn their cameras on, get comfortable speaking with each other, and start to build a sense of camaraderie and community. The first ice breaker can be done in the whole class, and then one in small groups. You can switch out for different ice breakers if you have one you prefer.

Instructions

(10 min) Ice breaker for class: Name, major, one interesting thing you learned or experienced recently.
(10 min) Small groups
Ice breaker: Two truths and a lie

Choose roles for the first two weeks: spokesperson, notetaker, jester

Activity 1: Name

[Brief description of and motivation for the activity]

Instructions

Discussion Questions

Question 1
Subquestion a

Subquestion b

Collect Questions for Plenary

(5 min) Collect remaining questions from the students for faculty in plenary (can be questions for clarification, extension, discussion, etc.), and add [ here].

Changemaker

Consider the Ladder of Inference. Why is it integral to distinguish between fact and value? Where do both of these fall on the Ladder and what role does the reflexive loop have? If you need a quick refresher on the Ladder of Inference, go here: https://thesystemsthinker.com/the-ladder-of-inference/

@@ Line 76: / Line 76: @@
 ## Third option
 ## Fourth option
+=== Ice Breakers ===
+The purpose of this activity is to encourage students to turn their cameras on, get comfortable speaking with each other, and start to build a sense of camaraderie and community. The first ice breaker can be done in the whole class, and then one in small groups. You can switch out for different ice breakers if you have one you prefer.
+==== Instructions ====
+# (10 min) Ice breaker for class: Name, major, one interesting thing you learned or experienced recently.
+# (10 min) Small groups
+## Ice breaker: Two truths and a lie
+## Choose roles for the first two weeks: spokesperson, notetaker, jester {{Caution|The students can find descriptions of each role in the class syllabus.|small=right}}
 === Activity 1: Name ===