K-5 Geology Lesson COLLABORRATIVE FIFTH-GRADE GEOLOGY LESSON

Communicating Objectives:

The objectives should be separated into those that relate to the course material and those that relate to the collaborative component. Regardless of the instructor's choice of methodology, students should understand that both aspects are equally important. To maximize student appreciation that working together efficiently and learning about geology are equal components of the practical lesson, the instructor should devote appropriate class discussion time to each element separately during the introductory lesson.

The substantive material should constitute roughly the first third of the lesson, including a discussion of the varied roles of geologists and the many useful applications of geology in the sciences, industry and technology. Ideally, the in-class discussion about geologists provides a transition to the second third of the lesson and the importance of collaborating with co-workers, in general, and particularly in the sciences. The final third of the introductory lesson module consists of a brief in-class writing assignment, allowing students to define and explain various elements of both the substantive and collaborative components of the proposed practical geology lesson. Alternatively, the learning module can present the first two-thirds of the lesson, with the written portion assigned as homework between the introductory lesson and the practical lesson.

Written Protocol:

Ideally, half the written assignment will reinforce geological principles, while the other half requires students to think about and explain the various tasks necessary. In one incarnation, the instructor might provide a breakdown of the individual roles that the collaborative groups will share during the practical lesson in order for students to complete a written description of the respective roles and a procedure for working together. In an alternate incarnation, the instructor might allow the students to formulate their own conceptual understanding of how to breakdown the component tasks of the project within groups.
Reviewing Written Protocol:

Regardless of which written protocol format the instructor selects, some time should be devoted to a review to determine whether or not additional instruction is required with regard to either (or both) the substantive geology lesson or the collaborative methodology. The main proviso in connection with the less guided version of the written protocol option is that it requires more time (at least half a subsequent learning module) between the introduction and practical modules. In many respects, it is well worth the effort, because the less guided version allows students the opportunity to devise…