Components of an Investigative Case-‐Based Learning Module The Case with Title This is the case or scenario itself. It defines the problem space through a story about people set in a situation, facing decisions or dilemmas. It might be written as a newspaper story, a letter, a conversation, or other narrative. Shorter is better usually Case Analysis The process you would like students to use to identify issues and questions of interest to them. A “Know/Want to Know” chart is useful here. Learning Goals What are the major ideas, skills and or values you expect students to obtain as they work through this case module? Link these to activities and assessments. Investigations and Activities: Linking Cyberlearning to ICBL Consider the types of investigations that might be linked with your case. These could be things you already do. Or, they could be new elements proposed by students or supplied by you. Investigations can be built around online resources that you want students to use (Cyberlearning). These might include interactive simulations, multiple animations, interactive maps, data sets, remote monitoring information, tools like Gapminder, Worldmapper or ImageJ, research websites like the European Bioinformatics Institute, Google Earth, or images Describe at least one specific lab, online, or field exercise, simulation or investigative activity that would be useful for your students to do and relates to the case objectives. Resources What resources, in addition to the ones forming the basis of the investigation, might students use?You might also include resources not online, such as readings, texts, classroom maps, graphs, data sets, software, access to experts, photographs, etc., etc., etc. Include the kinds of resources you expect students to use. Student Products What products or artifacts do you want students to produce? These will likely be something you assess, so students will focus their learning toward completing these. Examples might include: lab reports, briefing papers, presentations, web pages, pamphlets, experimental designs, recommendations, or simply the Know-‐
Want to Know chart. Assessment How will you evaluate the students’ products and process. Consider how you will evaluate the artifacts. You may need to develop a scoring guide (rubric). Also consider how you will assess the other elements of case-‐based learning, such as student collaboration, the initial case analysis, questions asked, resources accessed, investigation planned, etc. Implementation Suggest how you will use the case with your students, number of days, time of the semester, etc. Credits: List photo credits and any other references to information you have used in developing this module. Margaret Waterman and Ethel Stanley ©2005 http://bioquest.org/lcbl NIE 2015 17-‐UP An Investigative Case-Based Problem Space on
Water Cycle
The Case Narrative, w ith Title Stranded by Jag, W oon, Sum athi and
Zahrah
A mother and daughter were shipwrecked on an island off
Indonesia. They had no form of communication or electricity. After
the third day, their water supply was used up.
However, the mother and daughter were found alive one week later by Police Coast Guards.
During an interview, after being rescued, the daughter exclaimed “ It was all thanks to
Mother Nature and my mother’s handy luggage that we were able to survive”.
Margaret Waterman and Ethel Stanley ©2005 http://bioquest.org/lcbl NIE 2015 17-‐UP CASE ANALYSIS
1. Potential issues and major topics:
• Water cycle
• Evaporation
• Condensation
• Living things need clean water
• Perseverance
• Family bonding
• Survival skills
What do I know?
Water cycle
No clean water available
What do I need to know?
How do I collect clean water?
LEARNING GOALS
To understand and apply the concept of water cycle in order to get clean water for drinking.
INVESTIGATIONS AND ACTIVITIES, INCLUDING CYBERLEARNING RESOURCES
Margaret Waterman and Ethel Stanley ©2005 http://bioquest.org/lcbl NIE 2015 17-‐UP Pupils are given 3 scenarios where they are to design a model /proposal to get clean water.
Possible scenarios:
The mother and daughter can explore the island and get to 3 places where they can build their
model/proposal. The 3 places are
o sandy beach,
o near a river with muddy water
o Forest with inedible fruits and leaves.
ACTIVITIES:
•
•
•
•
•
•
•
•
Each group to choose only 1 scenario.
Pupils to design a model/proposal to get clean water with the given resources based on the
chosen scenario.
Upload picture of model/proposal together with a short description into Edmodo.
Peer evaluation using rubric.
After feedback from peers, group can make changes and improve their model/proposal.
Build model/proposal.
Design a poster with detailed explanation on how the model/proposal works.
Scientific concept of the water cycle must be clearly presented.
RESOURCES:
Plastic sheets
Empty 1.5 litres and 500 ml water bottles
Duct tape
scissors
STUDENT PRODUCTS
1. Proposal Template
2. A model to get fresh water supply
3. Poster
ASSESSMENT
Rubric for Model/proposal and poster
Peer Evaluation on Edmodo
https://www.edmodo.com/home#/group?id=13222473
Margaret Waterman and Ethel Stanley ©2005 http://bioquest.org/lcbl NIE 2015 17-‐UP IMPLEMENTATION
Creating the working model and poster presentation to peers.
Credits:
Margaret Waterman and Ethel Stanley ©2005 http://bioquest.org/lcbl NIE 2015 17-‐UP Proposal Template
PROJECT STRANDED
LOCATION: _______________
NAME of survivors [Team Members]:
1. _______________
2. _______________
3. _______________
4. _______________
Explanation
Checklist: Does my proposal have labels? Is it scientifically correct? Did I apply my concepts correctly? Does it look appealing? Please tick Rubrics for Stranded Project - RR
Understanding of
concept
Advanced
understanding
Good
understanding
Understanding
can be
improved
Application of
concept
Concepts have
been applied very
well
Have shown
attempts to
apply concept
No signs of
application
Practicality of
concept
( Useable)
Very Creative,
can be used in
real life scenario
Has limited use Not possible to
real life
be used in real
scenario
life scenario
Aesthetics
Well organized,
neat and
appealing
Looks pleasant
and some
levels of
organisation
Untidy, no
organisation.
Peer evaluation
Poster - Stranded Project
Rubrics for proposal
Of
Stranded Project
NIE 2012 Alignment between the case module “Racing Rosie” and the MOE 21st Century Skills 1. Civic Literacy, Global Awareness & Cross-‐cultural Skills 2. Critical and Inventive Thinking 3. Information and Communication Skills Part of Case Module for ICBL Case Narrative Case Analysis: Know/Need to Know Resources for answering questions Explore case resources Experiment Find one new resource Alignment with 21st Century skills Read aloud, read silently. (3)Pupils need to comprehend text and are communicating through expressive reading. Individual and group thinking (2) &(3)Pupils have to work about what you already know, collaboratively to determine and question generation. the problem in the story and relate it to scientific concepts through thinking analytically. Generate a list of resources. (2) Pupils have to assess what they need to know and make a decision on choice of suitable resources to use. Examine the things we offered (2) Pupils check on resources and evaluate it to see if it is relevant. Relationship management –
pupils have to work with others to resolve issues amicably. They also provide assistance to fellow group members. Groups designed and (3) Team members conducted experiments collaborative to complete the project. (2) Team members carry out tests to check hypothesis and offer possible explanation if incorrect. (2 & 3)Pupils consolidate findings and learning by making poster and then present to the class. Pupils do peer evaluation and offer suggestions or ask questions. Googled and…sent to Ethel via email Action by Participants 23-‐UP NIE 2012 1. Civic Literacy, Global Awareness & Cross-‐cultural Skills 2. Critical and Inventive Thinking 3. Information and Communication Skills 23-‐UP