魚類学プロジェクトベースの学習：漁業の混獲に対する解決策
この 4 週間のコースでは、学生はプロジェクトベースの学習を使用して、世界中の漁業における現実の問題に対する解決策を調査、実験、設計します。
Danita
平均評価:
4.8
レビュー数:(1,561)
含まれるもの
4 ライブミーティング
5 授業時間この文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 7 - 8
This course is a project-based course with the leading question: Why can't we just throw bycatch back when we catch fish we don't need in fisheries? The classes will be 60% experimentation and 40% information (lecture and discussion) so that learners can use minimal guidance to develop conclusions and engineer solutions. A workbook will help further guide students along the investigation and record data. Course Syllabus: Class 1 Identifying the problem (lecture and discussion) Class 2 Introduction to buoyancy (lab introduction) Boat sinking lab (experiment) Class 3 Why not just throw them back? (lab introduction) Swim bladder lab (experiment) Fish buoyancy research (workbook activity) Class 4 Engineering better ways (engineering activity) What are we currently doing? (lecture and discussion)
学習到達目標
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
その他の情報
保護者へのお知らせ
When using scissors, learners may need assistance (parents will know best for their abilities)
For the final class, the learner will need to be blindfolded and it would be helpful to have another person present to help with the experiment.
受講に必要なもの
Class 1 Workbook (provided before the course) Class 2 Workbook (provided before the course) 4 Small milk cartons Scissors Cardboard (a small box-worth would be plenty) Ruler Tape (i like using a heavy duty tape like duct tape) Scrap piece of paper and pen or pencil Rag or paper towels Marbles (20 to 30) Calculator Bucket, tub, sink, or dishpan Water Class 3 Workbook (provided before the course) Small glass bottle Balloon that fits inside the bottle Plastic tubing (at least 30 cm or 12 inches of aquarium plastic tubing) Big tub or container, waterproof. It should have enough room so the glass bottle can float in it freely. Strong and waterproof tape Water Towels Two plastic bottles of the same size Funnel Dish soap Vegetable oil Class 4 Workbook (provided before the course) Larger bucket/container Smaller container Blindfold "fishing net" (provide an assortment, such as cups, mesh bags, sandwich bags or aquarium fishing nets) An assortment of many marbles and other balls of different colors and sizes, placed in a bowl to prevent them from rolling around; cheaper materials can be used, such as rocks; while numbers/colors/types of balls (fish) are flexible, here is an example assortment: 5 large red rubber balls (like the type for playing jacks), 10 glass marbles of color A, 10 glass marbles of color B, 3 golf balls, 4 pairs of dice, 10 very small pebbles (much smaller than the marbles) Water Paper and pencils, for recording data
クラス登録時に 1 の学習素材が提供されます
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。
レビュー
ライブグループクラス
$48
4 クラス分週に1回、 4 週間
75 分
1 人がクラスを受けました
オンラインライブ授業
年齢: 12-14
クラス人数： 3 人-8 人
