Experiments

**Learning Modules**

**Content** Science

**Grade Level** Can be modified to use with any grade level

**Curriculum Standards**
 * SC.O.8.1.1- formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results
 * SC.O.8.1.3- relate societal, cultural and economic issues to key scientific innovations
 * SC.O.8.1.4- conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic)
 * SC.O.8.1.6- use appropriate technology solutions within a problem solving setting to measure and collect data; interpret data; analyze and/or report data; interact with simulations; conduct research; and present and communicate conclusions
 * SC.O.8.1.8- draw conclusions from a variety of data sources to analyze and interpret systems and models (e.g., use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, predict the influence of external variances such as potential sources of error, or interpret maps)

**Description of Practices**
 * Instruct students on a topic in science
 * Invite students to work at a computer (preferably in a computer lab so that all students are able to work at the same time)
 * Present students with the web-address of the module in which they will be using to reinforce their knowledge of the topic
 * Discuss instructions on how the students will be completing the module
 * Allow students to explore through the module

**Implementation Considerations** A teacher can implement this strategy in their classroom in numerous ways:
 * To introduce a new concept that the students will be learning about
 * To reinforce a topic of skill that the students have been actively learning about
 * As a form of assessment during the learning process
 * As a final assessment after a particular topic has been taught

Learning Modules can be completed:
 * Through whole group instruction--the instructor can pull up the module using a smart board or a projector and have her students actively participate to work through the module. The instructor could also invite all of her students down to the computer lab where they complete the task together while everyone follows along on their own computers.
 * Through partners or small groups--students can work with partners in order to complete a given module. The teacher could instruct that each set of partners or group will complete a different module (based on the same topic) or they all be assigned to work on the same module.
 * Individually--Students can be assigned to complete a learning module individually in order for the teacher to get an idea of what skills still need to be mastered by each student. This is also a way to get an understanding of which topics need to be re-taught.

Classroom Environment-
 * This strategy could be implemented in any type of classroom environment as long as modifications are implemented. In a general education setting, the instructor can provide assistance to students by walking around from person to person/group to group and helping where needed. In a special education setting, the instructor may have to work through the module with the student depending on academic ability and the complexity of the module.

**Example** The following example is an example of a learning module that could be implemented with students in middle school. This particular module focuses on chemical interactions and allows students to interactively explore different examples and aspects of chemical interactions. If asked for a username and password, use the following: username: gcatramb password: tinkerbell17

http://www.fossweb.com/modulesMS/kit_multimedia/ChemicalInteractions/menu.html

**Citation** http://web.ebscohost.com.www.libproxy.wvu.edu/ehost/pdfviewer/pdfviewer?sid=b85bc14c-d7d8-44e9-9037-6988a98f0ef6%40sessionmgr13&vid=9&hid=122

Cantrell, P., Pekcan, G., Itani, A., & Velasquez-Bryant, N. (2006). The Effects of Engineering Modules on Student Learning in Middle School Science Classrooms. // Journal Of Engineering Education //, // 95 //(4), 301-309.