Module 3 Scientific and Economic Literacies Final
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Feb 20, 2024
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1 Module 3 Scientific and Economic Literacies Carol Womack American College of Education LIT 5373 Dr. Rochella Bickford December 3, 2023
2 Module 3 Scientific and Economic Literacies Scientific and economic literacies are not only individually empowering but also contribute to the overall well-being and progress of societies. They allow individuals to participate meaningfully in civic life, make informed choices, and contribute to the advancement of science, technology, and the economy. These literacies will also be important in the future when considering and evaluating information. Scientific information is often needed by students to make decisions in real-
life using accurate and reliable facts (Dragoş, Mih, 2015).
Economic literacy is crucial for managing personal finances, budgeting, and making informed decisions about investments, loans, and other financial matters. Both literacies promote critical thinking skills by helping people evaluate information, question assumptions, and distinguish between credible and unreliable sources (Ennis, 2013). Template for Museum Displays TAG Museum Exhibit/Unit Theme: Theme Goods and Services Display/Lesson Title: Title: Orange to Market Grade
: 2
nd
grade Additional Resources: Resource 1 “Simple Simon
,
”
rhymes.org Resource 2 Book: An Orange in January by Dianna Aston Resource 3 Grant Farms staff member Essential Questions: Content Areas:
3 Question 1 How am I a consumer? Question 2 How do oranges grow then find their way to stores for sale? Question 3 What can the producer do to make sure our food is healthy to eat? Do we have a right to safe food? (Critical Literacy) Economics Reading Science Overview of the Display/Lesson The teacher begins by asking if the students have been to the grocery store recently, and what foods were bought. Volunteers give responses
. The teacher explains that they are consumers when they buy services and goods. The teacher introduces Scientific and Economic vocabulary using a graphic organizer that contains quadrants for the definition, properties, examples, and a picture. The vocabulary includes life cycle, pollinate, segment, and profit. Ask the prereading question; Where do fruits and vegetables come from? The book, An Orange in January
by Dianna Aston is read aloud. Discuss the book through guiding questions like: What happens before the orange begins to grow? What helps the orange grow? Where does the orange go after it is picked? How do we know the food is safe to eat? Students will pair- share their ideas. The teacher explains that the book gave a picture of the journey an orange takes from its birth to tree, to truck, and to market. Student groups are made to explore the orange’s journey.
The groups create a timeline map using an online graphic organizer. The students will draw or paste pictures into the timeline to complete the visual interpretation of the journey. While in groups of five, hand out copies of the Food System Chain activity sheet. Give one colored link to each member of the group. Ask them to consider the steps in the production of
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4 food and weaknesses that could happen in the system. Allow five minutes for students to think critically about their answer to an assigned question found on a colored link. A few of the questions assigned are: How should oranges be packaged for delivery? What if the delivery truck breaks down during transport? What is the responsibility of the grocery store regarding health standards and freshness? Do we have a right to safe food? After everyone is finished, group the students with the same question to discuss their answers. Have each group write one paragraph including all peer responses. Groups will present their final paragraph for evaluation
. Finally, students use a stapler to connect the links into a chain that follows the correct path from food production to food consumption. Chains and paragraphs will be displayed on a bulletin board. As an extension, an interview or Zoom meeting can be scheduled with a local farmer. Ask students to compile a list of questions they want to ask and take notes on laptops to reflect on what was learned. Guide students to ask about health standards, ways to buy food on a budget, and the joys of the occupation. Information learned from the farmer can be collected into a booklet, speech, graphic art story, video, or PowerPoint presentation. IDENTIFIER Literacies Learner DI Delivery Content Level ST AV AD Content Process Product Foundational Developmental Extended Visual x x x x x x x x x Digital x x x x x x x x x Economic x x x x x x x x x Scientific x x x x x x x x x Critical x x x x x x x x x
5 GLOSSARY Strategies for Struggling Learners: Academic vocabulary is introduced as a pre-reading activity to support understanding and a graphic organizer is used to break down meaning. The teacher will speak clearly and at a slower rate. Students with mixed abilities will be grouped heterogeneously to support understanding. Extra time is given to discuss the assigned questions in groups before submitting in the final presentation. Strategies for Average
The teacher monitors
and asks questions to check for understanding, while the students are working in groups. The vocabulary is taught beforehand using a shared writing technique. For the written paragraph, students will be given a prepared question to stimulate critical thinking. The timeline map activity has an online graphic organizer to complete with available pictures. Learners may also choose to use a sentence stem for reluctant beginners. Strategies for Advanced Learners: An extension is provided for advanced learners to prepare questions for an interview with a farmer. This is an open-ended activity where creativity and choice are accessible. Students may collect their findings by choosing to create a booklet, speech, graphic art story, video, or PowerPoint presentation. Time is given to allow conversation in groups where advanced learners can voice their ideas.
6 Standards: Standard 1. 2.E.1.1 Understand basic economic concepts Standard 2. 2.E.6.1 Describe how people can be both producers and consumers of local goods and services Standard 3. 2.LS1.1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. Process: A layered approach will be used in the learning process for students to participate in activities on different learning levels. These levels include the developmental, foundational, and extended level. Prior knowledge is addressed when students are asked about a personal store trip where items were purchased. Vocabulary is pre-taught before the story is read aloud and guided questioning is used throughout the story. The accompanying activities include group work, independent work, and an evaluation piece. Product: As a group activity, students work together to produce a timeline map online using the book as a guide. The students will draw or paste pictures into the online map provided. The groups will also think critically to answer a question about the possible weaknesses of the food chain system. Their thoughts will be combined into one evaluation paragraph. Foundational Level: After accessing prior knowledge in whole group, students listen to a book that introduces the concept of food production to food consumption and all the steps in between. Direct instruction
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7 is given to pre-teach the vocabulary before reading aloud. Cooperative learning is used when sharing ideas with peers during questioning before being called on individually. Developmental Level: In small groups, students will use technology to create a timeline of the orange’s journey. This will be a creative visual interpretation that uses a variety of pictures, shapes, and icons to choose from. Ideas will be shared during the food system chain activity to make inferences about the process's pitfalls. All thoughts are compiled together into one paragraph, but each child is responsible for their piece of the puzzle. Extended Level: Students work independently to fulfill their role in the group work and complete the question link for the final paragraph. Students at this level will take the knowledge they have learned and make connections with their community by interacting with a farmer. They are asked beforehand to think of questions to ask the farmer. Guide students to ask about health standards, ways to buy food on a budget, and the joys of the occupation. Information learned from the farmer can be collected into a booklet, speech, graphic art story, video, or PowerPoint presentation. Conclusion
8 The strategies used in this lesson deepen the learner’s understanding of the theme, goods, and services. Science and Economics are interwoven throughout to elevate literacy into the children’s modern vernacular. Students communicate information more effectively when literacy is advanced, and vocabulary is rigorous (Jones & Flannigan, 2008, p.5). Scaffolding techniques in the lesson help to provide support as students work towards independence. Providing timely and specific feedback allows the students to navigate through challenges. The layering of these best practices makes for an engaging and successful lesson.
9 References Dragoş, V., & Mih, V. (2015). Scientific literacy in school.
Procedia-Social and Behavioral Sciences
, 209
, 167-172. Ennis, R. (2013). Critical thinking across the curriculum (CTAC). Ontario Society for the Study of Argumentation Conference (Vol. 10). Retrieved from https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=2014&context=ossaarchive Jones, B.R., & Flannigan, S.L. (2008). Connecting the digital dots: Literacy of the 21st century. Teacher Librarian, 35(3),13-16.
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