cat3https://www.scientix.eu/it/c/message_boards/find_category?p_l_id=588349&mbCategoryId=02026-03-12T17:08:02Z2026-03-12T17:08:02ZRE: Share your classroom ideas hereStella Magidhttps://www.scientix.eu/it/c/message_boards/find_message?p_l_id=588349&messageId=6070622017-05-03T23:52:18Z2017-05-03T23:52:18Z<div class="quote"><div class="quote-content">Robert BaldurssonThank you Stella for a very detailed and structured idea for a lesson game based on the Ender's Game! Have you already tried it in class or are you planning to? We would be interested to know how it worked out.</div></div><br />Dear Robert!<br />I have already tried some of the lessons and I will trry soon others. I tried jicsaw activities where every student read different chapter of the book and then share the summarry with other students. Of corse it is better that everybody read hole book, but if the time is limited, jicsaw activity can be a good solution. I like that this method encourage responsibility skills (students must prepare their summary on time).<br />Also, i tried the lesson, where students prepare one scence from the book by creative way. Students like this activity. " The sky is the limit", they can be as creative as they want....and their presentation where great.<br />Aother very important lesson-discussion about genocide. I think its very important lesson. Through this activity students can be exposed to genocide through history .A teacher must lead this discussion with sensitivity.....At the end of the discussion students made a suggestion on how genocide can be prevented in the future......<br />Best regards!<br />StellaStella Magid2017-05-03T23:52:18ZRE: Share your classroom ideas hereStella Magidhttps://www.scientix.eu/it/c/message_boards/find_message?p_l_id=588349&messageId=6045922017-04-29T09:58:10Z2017-04-29T09:58:10Z Hello!<br />I am Stella from Israel<br />I am a Scientix ambassador in my country. Here is my suggestiom for learning unit.<br /> <br /><strong>A learning unit on : Science and Ethical dilemmas – Looking at the present from the future.</strong><br /><strong>Overview:</strong><br />This learning unit is comprised of five lessons. The first lesson includes using generic techniques for teaching through books. The other four are based on content from Ender Game.<br /><strong>Participants:</strong> Science students from middle and high schools.<br /><strong>Unit goals in the scientific field:</strong><br /><ul><li>Students will learn to discern "pure" science from science fiction.</li><li>Students will revisit the previously learned topic of gravity.</li><li>Student will revisit the previously learned environmental subject of: the importance of water in our life.</li></ul><strong>General pedagogical goals:</strong><br /><ul><li>The students will discuss ethical dilemmas.</li><li>General skills development: critical thinking, decision making…..</li><li>Students will practice working in a team.</li><li>Some students will practice functioning as a leader.</li><li>Student will employ several intelligences (according to Gardner's multiple intelligences theory).</li></ul> <br /><strong>First lesson</strong><br /><strong>Subject:</strong> introduction to Ender's game using the "jigsaw pedagogical system".<br /><strong>Preliminary activities:</strong><br /><ul><li>The class will be divided into pairs which will be assigned to read one or more of the book's fifteen chapter's and make a short summary of what they had read.</li><li>The assignment will be given at least a week prior to the first class.</li></ul><strong>Class content:</strong><br /><ul><li>The class will be divided into two groups while each group will consist of a member of each the pairs.</li><li>Each group member will need to present to his teammates the summary he had written thus exposing them to the content they had not read. In the end of the activity all the students will have been exposed to the book's entire plot.</li></ul> <br /> <br /><strong>Second lesson (two academic hours)</strong><br /><ul><li>Each team will vote for a leader.</li><li>Group task: a creative presentation for the book's story. The group will pick one scene from the book and will present it in a creative way, such as: a song, a drawing, a short play, a short film etc. (based on Gardner's multiple intelligences theory).</li></ul>The first hour of the class will be dedicated to preparing the presentations and in the second the groups will present their work to a jury of the school's teachers who will vote to pick the winning group.<br /><ul><li>Towards the end of the lesson the teacher will lead a discussion about the importance of teamwork in school and beyond. Additionally a short discussion will be held about the required qualities of a leader (based on what was read in the book and their experience in the class assignment.</li></ul> <br /><strong>Third lesson (one academic hour)</strong><br /><strong>Scientific topic:</strong> physics – gravity<br />This class will focus on discerning science fiction from "pure" science (the work will be done in pairs).<br /><ul><li>Students will look up references to gravity in the book (both direct and implied).</li><li>Students will have to determine which elements are real science and which are science fiction. Students will be asked to explain their decision. Using external data sources during this activity is encouraged.</li><li>Students will present their findings to the class and an overall discussion will be held.</li></ul> <br /><strong>Fourth class (one academic hour)</strong><br /><strong>Scientific topic:</strong> environmental science – the importance of water in our life.<br /><ul><li>Each student will be asked to come up with an answer to: what is the significance of water for sustaining life.</li><li>Each student will be asked to present examples for conflicts through history that involved disputes over water supplies.</li><li>The example will be presented to the class which will discuss weather if modern technological advancements in the field of water availability and purification might have prevented the presented conflicts.</li></ul> <br /> <br /> <br /> <br /> <br /> <br /><strong>Fifth lesson (two academic hours)</strong><br /> <br /><strong><u>First hour</u></strong><br />The teacher will present to the class a dilemma that arises from the book: "is genocide justified if you believe it will save your own people". An open discussion will be held on the topic.<br /><strong><u>Second hour</u></strong><br />The class will be divided into 6 groups which will be asked to present am additional dilemma they recognize in the book. The class will then vote to decide which dilemma is most relevant to their lives today.<br />It is recommended to encourage the students to "take" the dilemmas home with them and discuss them further with their friends and family.<br />Towards the end of the last lesson the students will be asked to give reflection and feedback on their whole experience through the unit.<br /> <br /> <br /> <br /> <br /> Stella Magid2017-04-29T09:58:10ZRE: WelcomeStella Magidhttps://www.scientix.eu/it/c/message_boards/find_message?p_l_id=588349&messageId=6044862017-04-28T22:41:27Z2017-04-28T22:41:27ZHello my friends!!!<br />My name is Stella.I am from Israel. I work both as a Stem teacher and as science teachers' trainer. nice to meet all of you in this forum!<br />I am going to suggest a lesson plan ( about 3 lessons)<br />About Ender's game book!!!<br />I will be glad to hear your feedback!!!<br />StellaStella Magid2017-04-28T22:41:27Z