High School Earth Science, Iowa Online Databases, Graphic Organizer Exploratree, Blist, PBwiki
As a culminating activity in Earth Science on earthquakes, students are asked to explore two major disasters that have occurred within the past 3 years that were caused by the movement of the earth's plates. Students are asked to respond to the following questions regarding these two disasters: Where were these located? How were their causes alike and different? How could these disasters be better predicted, both in scope and location? What recommendations would you provide to government and relief agencies in order for them to be better prepared to serve people's needs before and after such emergencies? Student groups would research world disasters using Iowa Online Databases to find information that they collect in Blist which is an online database. Using Exploratree, students will take this information and create a flow chart of information. Student teams will work collaboratively in PBwiki and will share their results to the community in PBWiki.
Procedure:
1) Establish student teams and roles
2) Student teams will research recent disasters to select 2 that they will work with
3) Students will use Blist to collect information and image data about the disaster.
4) Using the information in Blist, student teams will create an organization flowchart of their information in Exploratree
5) Student teams will work collaboratively in a PBwiki page to pull together explanations of questions, citations, images and final recommendations.
6) Student teams will post their recommendations for members of the class
7) Other student teams will be invited to share their comments and ask questions to explore.
8) Student teams will use class comments and questions to revise their production and will share the description of the disasters, similarities and differences, predictions of the disaster and suggested recommendations for preparedness.
Essential Skills and Concepts: L: Reads for a variety of purposes and across content areas, Uses a variety of skills and strategies to comprehend complex non-fiction and informational text, Uses an effective writing process, Uses knowledge of purpose, audience, format, and medium in developing written communication, Engages in the information literacy process: accesses, evaluates, and communicates information and ideas, Incorporates technology as a tool to enhance writing, Participates in a variety of communication situations, Listens for information and understanding S: Identifies questions and concepts that guide scientific investigations, Recognizes and analyzes alternative explanations and models, Understands and applies knowledge of Geochemical cycles SS: Understand how physical and human characteristics create and define regions, Understand how human factors and the distribution of resources affect the development of society and the movement of populations, Understand how physical and human processes shape the earth's surface and major ecosystems T: Apply digital tools to gather, evaluate, and use information, Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work, Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities, Demonstrate leadership skills, integrity
Friday, March 6, 2009
Science, Investigate, Apply, Analyze, Collaborate, Communicate
4th Grade Life Science, Explore Learning Gizmos Simulation, School Fusion Classroom Blog
In a culminating activity on food chains on the Prairie, student teams will predict how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill using graphic organizer Inspiration. The student teams will predict the effect of the food chain when one of the item in the chain is suddenly reduced in numbers. Students will then test their predictions using the Explore Learning Food Chain Gizmo. As they test their predictions, student teams will collect data from Explore Learning in the form of images, and charts that will be placed in a presentation created in Animoto. Student teams will create their own question to investigate and share that information on the class blog. Student teams will then share their thoughts of how other food chains would work- ie Ocean
Procedure:
1) Identify student teams and roles
2) Student teams will use Inspiration to record predictions of how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill and when one of the item in the chain is suddenly reduced in numbers.
3) Students will log into ExploreLearning with their student account
4) Student teams will explore the Food Chain simulation testing their predictions
5) Student teams will collect visuals and numeric data during the testing of their predicitons
6) Student teams will use this information in Animoto to explain their findings
7 ) Students will come up with their own question to explore and collect the results.
8) Students will post their question and findings on the class blog (School Fusion Classroom Blog) using appropriate writing skills
Essential Skills and Concepts (Intermediate): L: Uses an effective writing process, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing M: Represent and analyze data using tallies, pictographs, tables, line plots, bar graphs, circle graphs and line graphs, Propose and justify conclusions and predictions based on data S: Generate questions that can be answered through scientific investigations, Use appropriate tools and techniques to gather, process, and analyze data, Incorporate mathematics in science inquiries, Use evidence to develop reasonable explanations, Communicate scientific procedures and explanations, Understand and demonstrate knowledge of structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats, Understand and demonstrate knowledge of how individual organisms are influenced by internal and external factors T: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions, Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area, Utilize digital tools and resources to investigate real-world issues, answer questions, or solve problems E: Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work, Adjust to various roles and responsibilities and understand the need to be flexible to change, Practice leadership skills, and demonstrate integrity, ethical behavior, and social responsibility in all activities, Demonstrate initiative, creativity, self-direction, and entrepreneurial thinking to produce successful outcomes, Demonstrates productivity and accountability by producing quality work.
In a culminating activity on food chains on the Prairie, student teams will predict how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill using graphic organizer Inspiration. The student teams will predict the effect of the food chain when one of the item in the chain is suddenly reduced in numbers. Students will then test their predictions using the Explore Learning Food Chain Gizmo. As they test their predictions, student teams will collect data from Explore Learning in the form of images, and charts that will be placed in a presentation created in Animoto. Student teams will create their own question to investigate and share that information on the class blog. Student teams will then share their thoughts of how other food chains would work- ie Ocean
Procedure:
1) Identify student teams and roles
2) Student teams will use Inspiration to record predictions of how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill and when one of the item in the chain is suddenly reduced in numbers.
3) Students will log into ExploreLearning with their student account
4) Student teams will explore the Food Chain simulation testing their predictions
5) Student teams will collect visuals and numeric data during the testing of their predicitons
6) Student teams will use this information in Animoto to explain their findings
7 ) Students will come up with their own question to explore and collect the results.
8) Students will post their question and findings on the class blog (School Fusion Classroom Blog) using appropriate writing skills
Essential Skills and Concepts (Intermediate): L: Uses an effective writing process, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing M: Represent and analyze data using tallies, pictographs, tables, line plots, bar graphs, circle graphs and line graphs, Propose and justify conclusions and predictions based on data S: Generate questions that can be answered through scientific investigations, Use appropriate tools and techniques to gather, process, and analyze data, Incorporate mathematics in science inquiries, Use evidence to develop reasonable explanations, Communicate scientific procedures and explanations, Understand and demonstrate knowledge of structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats, Understand and demonstrate knowledge of how individual organisms are influenced by internal and external factors T: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions, Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area, Utilize digital tools and resources to investigate real-world issues, answer questions, or solve problems E: Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work, Adjust to various roles and responsibilities and understand the need to be flexible to change, Practice leadership skills, and demonstrate integrity, ethical behavior, and social responsibility in all activities, Demonstrate initiative, creativity, self-direction, and entrepreneurial thinking to produce successful outcomes, Demonstrates productivity and accountability by producing quality work.
Science, Investigate, Collaborate, Apply, Analyze
7th grade Life Science, Probes, Polycom, Iowa Online Databases, Google Docs, Cell Phones, Gabcast
In 7th grade Life Science students are studying the health of water areas in Iowa. Students will go out into the local stream area and test water samples for PH, Turbidity, Dissolved Oxygen, and temperature to determine whether the water is sufficient to maintain life. Students will take pictures of the life they find in the stream. Students will analyze the information and explain what steps are needed to improve the water sources and share this out with the community. Using distance conferencing to connect with Iowa Water experts to collect additional ideas and share their findings.
Procedure:
1) Prepare student teams and brainstorm a template/rubric for analyzing water quality
2) Student teams will go to a pond or stream and use the water quality probes (PH, Turbidity, Dissolved Oxygen, and temperature) and wireless handheld to collect data at several areas in the waterway. Student team member B will need to take notes of their observation
3) Student teams will collect images of life that they observe in the waterway using their cell phones and audio blog ( in Gabcast) their observations
4) Student teams will take the data back to the classroom to analyze and compare to what is acceptable for life collaborating in Google Docs (Spreadsheet and Word Processing) using the templates/rubric they have created in class prior to this activity. They will research this using the Iowa Online Databases and Iowa Water.
5) Student teams will collaboratively prepare a presentation in Google Docs to share with their peers.
6) Student teams will prepare questions that they would ask a water expert using Google Docs
7) Using the Polycom to connect to Iowa Water experts in the county, students will share their findings and ask their questions.
8) Using new found information from connecting to the experts and their peers, student teams will revise their presentation which will be published from Google Docs.
Essential Skills: L: Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing, Produces a coherent message, Participates appropriately in one-on-one situations and group settings, M: Understand, interpret, determine, and apply measures of center and graphical representations of data S: Identifies questions and concepts that guide scientific investigations, Select and use appropriate tools and techniques to gather, analyze and interpret data, Incorporate mathematics in scientific inquiry, Use evidence to develop descriptions, explanations, predictions, and models, Think critically and logically to make the relationships between evidence and explanations, Communicate and defend procedures and explanations, Understand and demonstrate knowledge of the social and personal implications of environmental issues E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work, Adapts and adjusts to various roles and responsibilities in an environment of change, Demonstrate leadership, integrity, ethical behavior, and social responsibility in all environments T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information, Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.
In 7th grade Life Science students are studying the health of water areas in Iowa. Students will go out into the local stream area and test water samples for PH, Turbidity, Dissolved Oxygen, and temperature to determine whether the water is sufficient to maintain life. Students will take pictures of the life they find in the stream. Students will analyze the information and explain what steps are needed to improve the water sources and share this out with the community. Using distance conferencing to connect with Iowa Water experts to collect additional ideas and share their findings.
Procedure:
1) Prepare student teams and brainstorm a template/rubric for analyzing water quality
2) Student teams will go to a pond or stream and use the water quality probes (PH, Turbidity, Dissolved Oxygen, and temperature) and wireless handheld to collect data at several areas in the waterway. Student team member B will need to take notes of their observation
3) Student teams will collect images of life that they observe in the waterway using their cell phones and audio blog ( in Gabcast) their observations
4) Student teams will take the data back to the classroom to analyze and compare to what is acceptable for life collaborating in Google Docs (Spreadsheet and Word Processing) using the templates/rubric they have created in class prior to this activity. They will research this using the Iowa Online Databases and Iowa Water.
5) Student teams will collaboratively prepare a presentation in Google Docs to share with their peers.
6) Student teams will prepare questions that they would ask a water expert using Google Docs
7) Using the Polycom to connect to Iowa Water experts in the county, students will share their findings and ask their questions.
8) Using new found information from connecting to the experts and their peers, student teams will revise their presentation which will be published from Google Docs.
Essential Skills: L: Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing, Produces a coherent message, Participates appropriately in one-on-one situations and group settings, M: Understand, interpret, determine, and apply measures of center and graphical representations of data S: Identifies questions and concepts that guide scientific investigations, Select and use appropriate tools and techniques to gather, analyze and interpret data, Incorporate mathematics in scientific inquiry, Use evidence to develop descriptions, explanations, predictions, and models, Think critically and logically to make the relationships between evidence and explanations, Communicate and defend procedures and explanations, Understand and demonstrate knowledge of the social and personal implications of environmental issues E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work, Adapts and adjusts to various roles and responsibilities in an environment of change, Demonstrate leadership, integrity, ethical behavior, and social responsibility in all environments T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information, Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.
Science, Investigate, Collaborate
Middle School Earth/ Physical Science
Digital Microscopes, Animoto, Blist, Cell Phones
In Earth Science students will be investigating the properties of minerals and rocks. They will be expected to find physical properties of rocks and minerals and create an Animoto video showcasing their finds.
Procedure:
1) Student teams will use hand held lenses to look for specific properties of the rocks and minerals on their table.
2) Student teams will use Blist to record their data for each item they work with and take a picture of the item with their cell phone to add to the Blist for recognition of the item
3) Student teams will use digital microscopes to view the rock and mineral properties at a microscopic level and take pictures with the microscope for their presentation
4) Student teams will use Animoto to create a video presentation of 1 of the rock or mineral then have observer describing the earth properties from Blist and what earth process could have helped form it
5) This Animoto will be shared with students, parents, etc.
Essential Skills and Concepts: S: Select and use appropriate tools and techniques to gather, analyze and interpret data, Understand and demonstrate knowledge of our earth’s history based on physical evidence, Understand and demonstrate knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work.
Digital Microscopes, Animoto, Blist, Cell Phones
In Earth Science students will be investigating the properties of minerals and rocks. They will be expected to find physical properties of rocks and minerals and create an Animoto video showcasing their finds.
Procedure:
1) Student teams will use hand held lenses to look for specific properties of the rocks and minerals on their table.
2) Student teams will use Blist to record their data for each item they work with and take a picture of the item with their cell phone to add to the Blist for recognition of the item
3) Student teams will use digital microscopes to view the rock and mineral properties at a microscopic level and take pictures with the microscope for their presentation
4) Student teams will use Animoto to create a video presentation of 1 of the rock or mineral then have observer describing the earth properties from Blist and what earth process could have helped form it
5) This Animoto will be shared with students, parents, etc.
Essential Skills and Concepts: S: Select and use appropriate tools and techniques to gather, analyze and interpret data, Understand and demonstrate knowledge of our earth’s history based on physical evidence, Understand and demonstrate knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work.
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