1.2 Research Presentations
Class: S.5 Chemistry
S.3 Chemistry
In their morning session, students used the internet in the computer lab to research their fertilizer topics. For many students, this was their first time using the internet to find information. Many thanks goes to the ICT department who worked establish reliable internet for the students.
After 45 minutes of research, the research groups consolidated their information into key points and appointed spokespersons. Some groups had one spokesperson; others chose to split their presentations amongst several people.
In their afternoon sessions, the S.3 students were brought in to hear the presentations. As the S.3 students learn about nitrates in their chemistry curriculum, this information was a practical application to the theoretical science that they had learned. The S.3 students took notes during the presentations, and, at the end of class, voted on the most effective presenting group.
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Following the four presentations, the chemistry teacher opened the floor for the whole class to discuss what had been presented. Students asked clarifying questions of the other groups and challenged facts if they had information from their own research that seemed to contradict what was presented by another group. The resulting collaboration built a rich framework for students to determine their next steps in the project.
Two action steps were assigned to the students for the following day:
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Parent Presentations: The majority of the parents of Serere Township SS students farm their own plots of land, yet they do not possess knowledge on applying fertilizers to the soil. It was determined that the students should adapt their research presentations to present to the parents that Saturday for Parent Visitation Day.
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Testing the Fertilizers: A plot of land was identified as a potential place for the students to run experiments to test the effectiveness of fertilizers on various crops. Students were tasked with preparing the plot and building a fence around it to prevent animals from disturbing the plants.
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Assigning internet research builds the following 21st century skills:
Creativity: Choosing appropriate search terms to find pertinent articles
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Critical thinking: Skimming articles for the most applicable information, evaluating the credibility of sources
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Communication: Summarizing the information gleaned from the articles
Group 1: Organic Fertilizers
- ​Presented notes on how to prepare different types of organic fertilizer
- Identified materials around the school campus that could be used to make fertilizer
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Group 2: Inorganic Fertilizers
- ​Identified the types of inorganic fertilizers: nitrogen, phosphorus, potassium
- Provided detailed explanations of the chemical reactions involved with making these fertilizers
Group 3: Applying Fertilizers
- ​Summarized the two types of fertilizers: organic and inorganic
- Identified considerations for choosing a specific type of fertilizer (pH of soil, deficient nutrients, type of crop)
- Drew diagrams of different methods of applications
Group 4: Side Effects of Fertilizers
- ​Incorporated analogies to explain how to skillfully apply fertilizer using scientific knowledge
- Cautioned against applying fertilizer without understanding the consequences of overuse
Students from the Senior 3 class listen to presentations
A student presenter outlines her agenda
