Activity Card and Resource CardExamples
I've selected these because they are excellent examples of what a standard
activity for grades 2-9 might look like. These cards were designed by Amanda
Logan and Liza Howrigan, senior students at the University fof Vermont,
during their senior internship, Fall, 2001.
This description will work with each card, separately.
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Activity Card:
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Notice the heading. It states the Name of the Rotation, the Big Idea,
the Name of the Activity, and the Number of the activity. So in keeping
with the principle of redundancy, the learner is able to keep the
big idea in mind throughout this activity and across all activities.
Even though the activities are different, they serve the same learning
goal (the big idea).
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Notice the brief explanatory paragraph. The paragraph is kind of
like an anticipatory set. It gets the learner ready for the activity,
in a few words.
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Discussion. Not a "required" part of an activity card. In this
case, Amanda and Liza wanted the children to think about the cognitive
knowledge that informs the activity before getting into the activity.
The children will also use the resource card in this discussion.
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The Task. The task is quite open. The model invites all kinds
of use of multiple abilities. And the questions serve as a nice structure
for keeping the ideas bounded, but not constrained.
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Evaluation Criteria. Notice there are only two. Three would
have been fine as well. One ec for connects to the standards (7.12
- Space, Time, and Matter , matter, motion, forces, and energy), the other
directs attention to the form of student presentation of their model.
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