EDUC 5210 UNIT 3

WRITTEN ASSIGNMENT
According to Dover (2018), “constructivism is a learning theory that emphasizes student

agency through self-guided exploration, reflection, and evaluation.” On other hand social

learning theories assume that the only real learning that occurs is learning that is

demonstrable. I prefer to use the constructivism approach more than other approaches in my

biology lessons because it helps learning to construct meaning from ideas and systems (What

is constructivism? 2020). For instance, if students are learning the production of food in

plants and the stages of photosynthesis at the same time they learn about the importance of

plants to people. Each new concept they learn gives them a better understanding of other

concepts in the future lessons. Again I prefer to apply the ideas of constructivist approach in

my lesson in order to help my learners to be independent. In this paper, I will apply a

constructivist approach to lesson plans that I have copied from

https://www.teacher.org/lesson-plans.

I have chosen this lesson plan because it is constructive and provides educative

experiences.to students A constructivist lesson is based on an authentic factor that works and

draws upon the students, real world knowledge and experiences (Concept to Classroom, n.d.).

Lessons based on constructivism approach are very advantageous to biology and other

science lessons because they are abstract just like the lesson plan below. Instead of just

defining concepts and reading to students about ocean pollution, constructivist lessons

facilitate the students to discover ideas and knowledge through teacher-guided constructivist

activities. Examples of such teacher-guided classroom activities, according to Constructivism

(n.d.) are, “reciprocal teaching/learning, inquiry-based learning, problem-based and

cooperative.” You will find all these in the lesson plan below.
In the lesson plan, students will construct their understanding of ocean pollution by using

web-based resources, and applying their knowledge to a real-world problem. According to

Gray (n.d.), Constructivist teaching and learning focus on the belief that learning happens

when students are actively involved. This is evident in the lesson plan below. The lesson plan

is also fostering critical thinking and it exhibits creation of motivated and independent

learners.

Lesson Plan according to JRDAssist (n.d.)

Objectives & Outcomes

Using the Internet and other resources the students will be able to determine the accuracy of

current research, data, and other information related to ocean pollution. Using articles and

other materials the students will come to conclusions about ocean pollution, as well as the

causes and prevention.

Materials Needed

Internet access or other research resources, three Ocean Research worksheets, one Final

Report worksheet

Prepare ahead of time:

1) Ocean Research Worksheet: Title of Article/reference, Summary of the article,

Conclusions based on the article; 2) Final Report worksheet: Compare/contrast articles, Final

conclusions; need two articles with different information/data about any topic.

Procedure

Opening to Lesson

The teacher will read each article found ahead of time showing conflicting information

regarding the same topic, often found on the Internet

The teacher will ask the students how they could determine the accuracy of information

Allow for discussion and sharing of ideas

Ask students why the differences occur even though facts may prove otherwise

Body of Lesson

Modeling

Ask the question: What do you know about ocean pollution?

Allow for responses and discussion

Identify and focus on the students’ conflicting answers if there are any

Ask students why having conflicting information may be a problem

Allow for a discussion

Guided Practice

Distribute the three Ocean Research worksheets to each student

Explain to students they are to find three articles from the Internet about the causes of ocean

pollution and other information related to the issue

Review what is expected on each worksheet

Remind students they are not seeking facts about oceans such as what fish live in them, the

size of oceans, etc.

Encourage students to think about the information presented and if there is evidence to back

up conclusions

Direct students to Internet search engines typing in various search terms, not just “ocean

pollution” but others as well (What causes ocean pollution? What’s to blame for ocean

pollution?)

Allow students time to do research, find, and review the three articles they choose to

summarize

Once students complete research distribute the Final Report worksheet

Guide the students to compare/contrast the research and to come to final, hopefully factual,

conclusions
Collect final reports for evaluation

Independent Practice

For homework: Students will research preventing ocean pollution, sharing the results in class

the next day.

Closing

Allow students to share homework assignments, discuss how the Internet may not always

have accurate fact-filled articles. Discuss some of the motives for some writers/researchers

may be reporting inaccurate information. Talk about reasons for accuracy in science overall.

References:

Constructivism (n.d.). University at Buffalo, Curriculum, Assessment and Teaching

Transformation. Retrieved from

https://www.buffalo.edu/catt/develop/theory/constructivism.html

Concept To Classroom (n.d.). INTRODUCTION AND LESSON ONE. WNET Education.

Retrieved from.

https://www.thirteen.org/edonline/concept2class/constructivism/lp_middle1.html

Dover G. (2018, February). The Benefits of Constructivist Learning Design. Smart Sparrow .

Retrieved from

https://www.smartsparrow.com/2018/02/28/the-benefits-of-constructivist-learning-design/

Gray A. Contructivist Teaching and Learning. SSTA Research Centre Report #97-07.

Retrieved from https://saskschoolboards.ca/wp-content/uploads/97-07.htm

JRDAssist (n.d.) Ocean Pollution.Teacher.org. Retrieved from

https://www.teacher.org/lesson-plan/ocean-pollution/