Unit+Outline

=STEPWISE Unit Plan Outline =

Unit Plan Outline
Although it may be revised, our current framework for developing units based on STEPWISE is given below - with detailed suggestions provided below.



Unit Introduction
In the beginning of the unit, students should be encouraged to express their pre-instructional ideas about the unit topics.

Among the many ways of getting students to express their pre-instructional conceptions, a good one is by using a placemat scenario. Students would be given some activities relating to the topic of the unit. Some possible activities to stimulate discussion include:
 * Ask students to carry out some activity and note what they observe and think.
 * Take students on a tour - or ask them to tour independently - and note what they observe

In relation to such experiences, these kinds of questions might be asked:
 * What do you expect to learn about [...this unit....]?;
 * Why would you want to learn this?; and,
 * How might you use what you learn in this unit?

This should be primarily student-directed and open-ended. But, after the above questions, the teacher could share with some students some general ideas, perhaps with an example, of topics in the unit.

Guided Inquiry-based STSE Action Project
After students have expressed their views about the topics to be learned in the unit, the teacher should conduct a few lessons that, in essence, encourage students to use their science education for addressing STSE issues. Brief descriptions of these kinds of lessons are provided below:

__Modelling Inquiry-based STSE Actions__

Students should be shown one or more examples of actions people have taken to address one or more STSE issues relating to the unit. There are various teaching strategies that can be used, including those at: WPAE. Showing students videos, perhaps from YouTube, of actions people have taken is an approach that can work well.

__Introduce Student-led Inquiry-based STSE Action Project__

Prior to the guided inquiry-based STSE action project, students should be given copies of the Student-led Inquiry-based STSE Action Project assignment. A sample of this assignment (for grade 10 chemistry, for example) is attached:. The teacher should explain this assignment, but then take them through the Guided Inquiry-based STSE Action Project.

__Guided Inquiry-based STSE Action Project__

//Primary Research// For this guided project, the teacher could guide students through one or more correlational studies. These should be tailored to the unit topic(s), such as studies of effects of:
 * Age cell phone use;
 * Gender on smoking rates;
 * etc

//Secondary Research// During the time that students are doing a guided study, have them do some relevant internet searches about the subject of their research.

STSE Action(s) After students have completed their Primary and Secondary Research under your guidance, ask them to complete an information campaign. They could, for instance, develop posters, pamphlets and/or PA messages for other students - e.g., dealing with diet, exercise, smoking, etc. But, students also should be exposed to different kinds of possible actions; e.g., WISE Activism.

__Initiate Student-led Inquiry-based STSE Action Project__

After students have been guided through an inquiry-based STSE Action project, they should be organized into teams, with each team developing and implementing an action plan to address one STSE issue.


 * In association with explaining the Inquiry-based STSE Action assignment, students would be given a list of issues relating to the unit that they might explore and address. There are many issues, for example, associated with diet and exercise.
 * The teacher organizes students into teams that will each explore and address one STSE issue. In students' first meeting, they brainstorm issues relating to physiology, consider the list provided by the teacher and perhaps record their current knowledge about issues and possible actions. They may, at this point, choose one issue on which to focus for the balance of the unit.
 * Time to work on this project should be provided in several classes throughout the unit, and then at the end for students' STSE action(s).
 * During the unit, students will, hopefuly, gain considerable knowledge, skills and attitudes relating to physiology through the teacher's STSE-based Concepts Education and Guided Inquiry-based STSE Action Project (above).
 * During the unit, students should be encouraged and enabled to carry out primary and second research relating to the issue they plan to address.
 * Towards or at the end of the unit, students should be asked to defend their proposed actions and, ideally, to have implemented their action plans. In defending their plans, they should be required to make reference to skills and knowledge they used to determine them.

STSE-based Concepts Education
These lessons and student activities should, generally, begin or be integrated with an STSE case study or other approach (refer to WPAE ).

Student-led Inquiry-based STSE Action Project
This section should be used to provide teachers and students with examples of Inquiry-based STSE Action projects that students have conducted. These could be used early in a course or unit to help students imagine how these projects might work.

Resources
Related resources, including those on websites, can be kept here.