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Introduction | Task | Process | Evaluation | Conclusion
Introduction:
Miss Jones is having a discussion with her child, Junior
Jones, who has just turned legal driving age. They are arguing about
what vehicle the child should drive. Junior says she is a safe driver and
she argues she should get whatever car she likes. To support her argument
she says, "the type of car you drive doesn't affect your safety.
The type of driver I am affects my safety, and I'm a safe driver.
I should be able to choose whatever car I like." Mom replies, "it
is not you that I'm worried about. The type of car you drive does
affect your safety, therefore you should get a safe car."
| Mom's Task: Convince Junior that the most important factor in safe driving is the type of car driven, so you'll be helping to choose a car that fits your parameters for a "safe vehicle." | Junior's Task: Convince Mom that human variables are more important than the type of car choice, so you can buy that slick vehicle you have your eye on. |
Step
2: Fulfilling your individual roles.
Each Mom and junior pair will use
the internet links (and appropriate keyword
searches) to find data to support their position.
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Step
3: Organize the data you have found
With the prepackaged sites and
the search engines each participant has found data to support their argument.
This data should be organized into a form constructed by each student suitable
for presentation to class (with overhead transparencies, power point, Excel,
and/or Composer). Remember to keep track of where your information
comes from so that you can site your resources in your presentation.
Step
4: Disclosure.
Each student will disclose their
information to their partner. The discussion should last about ten
minutes to twenty minutes allowing each student to present their ideas
and data and react to their partner's ideas.
Step
5: Formation of teams for group presentation
The
class will break into two large groups, one half of the class are Moms
and the other half are children. These groups divide in half again
so that there are two Mom teams and two Junior teams.
Step
6: Team preparation through electronic forum
Each team will begin a discussion
in class that will continue in a listserv format (milfordphysics01@yahoogroups.com)
over a period of two weeks to prepare for a presentation of their arguments
to the class (follow rubric link to
see how the presentation will be graded).
Step
7: Team presentation of convincing arguments
During
the same day, a Mom team and a Junior team will present their arguments,
data, web resources, etc. to an impartial panel of students and teachers.
The Mom team will attempt to convince the panel that the
most important factor in safe driving is the type of car driven, therefore
giving Mom the right to choose what car her daughter should drive.
The junior team will convince the panel that human variables are more important
than the type of car in determining the driver's safety, therefore giving
Junior the right to choose what type of car to drive. The panel will
vote to decide which team has presented the most convincing arguments (see
rubric).
Introduction | Task | Process | Evaluation | Conclusion
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