Interactive Lectures & In-Class Exercises Katryn Wiese & Randy Richardson biology.clc.uc.edu - /fankhauser/Labs/Cell_Biology/glycolysis/Gl ycolysis_2002/ Early Career Workshop June 2007 College of William and Mary

Outline I. Short Intro: what does “Interactive Lecture” mean, anyway? II. “The Seasons” – a Think-Pair-Share Example III. Layered Water – an in-class hands-on activity IV. Your Reactions: what works, what concerns, what experiences?

Think/Pair/Share Discussion versus lecture Group activities Individual activities Other What does “Interactive Lecture” mean, anyway?

In-Class Write - Seasons: Part I “What Accounts for Seasons on the Earth?” Answer this question in 2-3 well written sentences, and use a diagram if you think it helps. Use only 1/3 of your page, and put a line underneath your answer when done. As always, use a full size piece of paper and put your name and section number on the quiz.

In-Class Write - Seasons: Part II “What Accounts for Seasons on the Earth?” Leave your first answer alone. Now, a piece of information: the distance of the Earth from the Sun has nothing to do with seasons. You may talk with your neighbors. Then, on the second 1/3 of the page, answer the question in 2-3 sentences, with a diagram as appropriate.

Seasons: Due to Tilt of Earth Equator

In-Class Write - Seasons: Part III “What Accounts for Seasons on the Earth?” Leave your first two answers alone. On the bottom 1/3 of the page, answer the question in 2-3 sentences, with a diagram as appropriate.

ACTIVITY: Saltwater Currents PRELIMINARY DISCUSSION: How can different layers of water exist in a lake or the ocean? Why don’t they mix ? Review the following procedure carefully and predict your results.

OBJECTIVE: Combine different waters and observe results. PROCEDURE: 1)Place two inches of clear room temperature distilled water in clean large glass beaker. (Place a white sheet of paper under beaker and behind it, so can see colors.) Saltwater Currents

2) Use small cups to pick up a few ml of blue super-cold, super-salty water from pitcher. With a clean eye dropper, add water slowly to existing water in beaker (add at edges of beaker, not center; let water drip slowly down sides of beaker). Observe results. Is this what you expected to happen? Saltwater Currents

3) Use small cups to pick up a few ml of red cool, slightly salty water from pitcher. With a clean eye dropper, add red water slowly to existing water in beaker (add at edges of beaker, not center ; let water drip slowly down sides of beaker). Observe results. Is this what you expected to happen? Saltwater Currents

FOLLOW-UP DISCUSSION: Did the results confirm your expectations ? If not, why not? What are some possible explanations for differences in results among groups? How can we see this layering in the ocean ? What is the source of the ocean’s deepest water ? Why? What is the source of the ocean’s shallowest water ? Why?

Turn to Neighbor: How do water temperature and salinity affect global ocean currents?

Interactive Lectures Group Brainstorm and Sharing What was positive about these activities? What was negative about these activities?

Interactive Lectures Group Brainstorm and Sharing What are some of the potential problems or concerns you do or will face using these and other interactive activities in the classroom? How can you overcome them?

The literature is clear: students learn more when they are actively engaged in their learning. Look at some of the supporting materials we have provided and visit (or in general) Finally: