# Objective # 5: Creating a Lab Report (Light Waves)

Get Started. It's Free
Objective # 5: Creating a Lab Report (Light Waves)

## 1. Differentiated Learning Styles (based on Howard Gardner's 8-styles) See Reference 1

### 1.1. Case Study 1: Yegor is a Ukrainian, male student with a Logical-Mathematical; Body-Kinesthetic; Naturalistic learning preference

1.1.1. Teaching Strategy 1 (Process): Use group-based learning centres (with various lenses) for students to create scientific illustrations of the images produced by convex and concave lenses

1.1.2. Teaching Strategy 2 (Product): Create the final Lab Report (incorporating the hypothesis, materials, method, data, analysis, and conclusion) on an image and data-based infographic poster

### 1.2. Case Study 2: Vendi is a Czech female student with a Visual-Spacial; Musical; Body-Kinesthetic learning preference

1.2.1. Teaching Strategy 1 (Content): Watch a content-based film, accompanied by guided questions

1.2.2. Teaching Strategy 2 (Process): Photographic treasure-hunt of examples of lenses and mirrors in the school and home environment

## 2. Different Readiness (Based on the standardised MAP scores in Reading, Language, Math, and potentially Science)

### 2.1. Case Study 5: Nina is a Georgian female student who is below grade level on reading, on grade level for language, and on grade level (at the lower end) for mathematics

2.1.1. Teaching Strategy 1 (Process): Cubing would be a great way for Nina, who loves writing, to look at the various functions of mirrors and lenses. Examples could be: write a story that features a mirror or lens; recall a time when you used a mirror/lens - describe what it was used for; contrast the effects of mirrors and lenses (McCarthy)

2.1.2. Teaching Strategy 2 (Process): Demonstrate how a method would be created, using an analogy to cooking. Nina enjoys baking so brings in a cake and describes/presents the materials/method section (possibly enhanced with original photography) as a peer teaching method.

### 2.2. Case Study 6: Artem is a Ukrainian, male student who is on grade level for reading, on grade level for language, and at above grade level for mathematics

2.2.1. Teaching Strategy 1 (Process): Breaking up the class into 4 groups for a Jigsaw exercise on compiling a lab report, based on an article and checklist. Each group will tackle Question/Hypothesis; Materials/Methods; Data/Analysis; Conclusion/Discussion. Artem would do well as a group leader for his group (McCarthy).

2.2.2. Teaching Strategy 2 (Process/Product): Tiered based exercise, individually or in a team, about creating a model of how different colours are reflected or absorbed, from selected materials (McCarthy).

## 3. Different Interests (Based on the creation of individualised learning profile cards) See Reference 2

### 3.1. Case Study 3: Maria is a Polish, female student with a preference for spending time with friends; singing; artistic pursuits; sports; taking care of animals

3.1.1. Teaching Strategy 1 (Process): A "Think Dots" exercise incorporating writing, researching and drawing skills. Questions could include: What does concave/convex mean? Draw a picture of the 2 types of lenses? List examples of things that contain lenses? What 2 types on lenses are found in animals? Show a scaled drawing of the image size seen through each lens? If you could not see far which lens would you need?

3.1.2. Teaching Strategy 2 (Product): Given that Maria has an interest in animals she could research the different types of lenses animals have (e.g. compound eyes in dragonflies) compared to humans (camera-type). This could serve as Background Research to her Lab Report, as well as enabling her to make real-life connections within her conclusion.

### 3.2. Case Study 4: Gergo is a Hungarian, male student that likes to tinker with engineering projects, play basketball, read, create music, and chat with friends in his spare time.

3.2.1. Teaching Strategy 1 (Product): Gergo is interested in engineering and group work. As Background Research he could invesitage how lenses are made, and try building his own basic telescope.

3.2.2. Teaching Strategy 2 (Content): Students can be grouped to review a content-based article on Lenses, and use the "Save The Last Word For Me" exercise (Averette).