Task 1

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Western Governors University *

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C728

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Mathematics

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Jan 9, 2024

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docx

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Uploaded by ProfessorFrog3826

Ali Mihub C728 Task 1 Disciplinary Literacy A. Disciplinary Literacy is a process that I believe is always growing within a person. Literacy in the field of science allows students and people who are interested in the science field the ability to read documents and analyze information while asking the question, “why”. People who are in the field of science must be able to analyze the source of the information they are gathering, rather than just accepting everything as truth, there must be an investigation that occurs within the reading and understanding of the material at hand. Building background knowledge, understanding cause and effect and making predictions can all be due to disciplinary literacy. The literacy skills of reading, writing, listening and speaking will improve over time with increased access to due to disciplinary literacy instruction. B. Disciplinary literacy in science involves focusing on how the writing, reading, listening and speaking are developed to use while making sense of the information that is given to them. Allowing students to have a focus on disciplinary literacy, that will lead students to have an overall understanding of the material not strictly in one subject. Content area literacy specifically to science will create an avenue for students to understand the focused material given to them in that area. For example, in content discipline regarding science, after students have engaged with material, those students should understand and be able to replicate or create their own experiment for that given subject while disciplinary literacy would be the ability to understand and summarize a given text or educational experience. Content area literacy focuses on writing and reading process that are common to all of the content areas that students will partake in over their educational careers.

C. I chose text number 1, Amusement Park Physics. 1. Vocabulary needs must be met so that students understand the material being presented. This could be included early in the lesson so that students understand terms and can incorporate those terms into the reading to help comprehension. This could be achieved by creating a vocabulary activity that will guide the students through terms that they will see in the upcoming reading material. Background knowledge , the ability to engage with your material and fully understand and comprehend the material being presented to them. In this article it is covering physics so I basic understanding of physics and the fundamental mathematics behind the acceleration and deacceleration of the roller coasters. I could provide an activity that will teach basic conceptual aspects of how math and science are related in the form of physics. I could use real life examples outside of roller coaster and tie that back into the reading once we reach the point of reading and analyzing the text. I think that Technology Literacy could also benefit my students while learning from this text. In today’s time most students have a grasp on technology in a way that myself and other teachers might lack. I can help engage the students learning the material by adding a visual aspect to the lesson. Allowing the students to use a simulation that shows acceleration and deacceleration can add to my teaching experience while also allowing the students to feel like they are a part of the learning process. Simulations are a good way to reach the visual learners while also engaging the material in a “real world” aspect. By allowing the addition of the students to have control of the simulation on physics they can change certain aspects of the simulation to see how that positively or negatively affects the results of the simulation. a. One disciplinary reading strategy that I would integrate into the lesson that covers physics is a PHET simulation. This would allow the students to visually see the data that they are learning from in their text. I would start class by introducing basic terms that will be covered in the text i.e., acceleration, force, deacceleration. I could create the foundation of the learning process by learning the terms and then I would allow the students to use the simulation so that they can visually see the data they are interpreting. Simulations promote the

use of critical and evaluative thinking. Because they are ambiguous or open-ended, they encourage students to contemplate the implications of a scenario. The situation feels real, and thus leads students to engage with the activity more enthusiastically and interactively. (Sydney) The specific simulation I would use is the Energy Skate Park simulation (Greenberg) which would allow students to relate to the text in a visual manner. Students will understand “peak value” and the steeper descent generates a greater acceleration. Once I feel that the students have understood the simulation, we would bring the text back to the forefront of the lesson and have students explain in their own words what is happening and how we could create different scenarios based on the physics of the roller coaster. Allowing students to ask questions and dig deeper in the content will allow for the greatest level of comprehension in their field. Science allows students to ask why and not just a singular concrete way of thinking. I would hope that students are asking questions about the weight of the carts and if the difference in wheels would alter the acceleration of the roller coaster. Being able to bridge the gap between physical text and technology can increase the effectiveness of the content, current generation youth have been around and using technology for a large portion of their educational careers so by combining the two avenues can lead to an increase in retention as well as showing them real life circumstances in that specific content area.

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SOURCES Sydney, U. (2018). Simulations . UNSW Teaching Staff Gateway. https://www.teaching.unsw.edu.au/simulations#:~:text=Simulations%20promote%20the %20use%20of,activity%20more%20enthusiastically%20and%20interactively. Greenberg, J. (2022). Energy skate park . PhET. https://phet.colorado.edu/en/simulations/energy- skate-park/about

Task 1

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