Greatest Map EVER

This map shows a few of the many places we have been.




Uses for google maps:

Water Runoff, studying erosion
Proving the world is round
Continental Drift theory visualization
Oil fields in Iraq
Pyramids
Habitats (Rainforest, Desert, etc.)
Location of Forests, Parks, etc.

These are just a few of the science related uses for Google maps.

This Reflection was brought to you by Max, Brittany, and Alex.

Reflection 7

The following lessons are ROUGH draft lessons. Much work is needed to enhance all of these.


1. In this lesson that I have constructed, I am targeting a freshman level biology course. The standard in which I want to meet is the first part of Content Standard C, in which this lesson will focus on the cell. I also hope to meet a few ISTE standards. This particular lesson will be done in a space in which every group of students will have access to a computer throughout the entire lesson. The big idea of this lesson is to have students understand the basic structure of the cell. The teacher will present a PowerPoint presentation in which he/she gives hints about the structure of a cell, one structure at a time. In return, students will use an art program (such as Paint), to construct their interpretation of a cell. At the end of the activity, students will print out their models and a group discussion will occur.
This lesson meets ISTE standards, 1- Basic Operations and Concepts, 3- Technology Productivity Tools, 4- Technology Communication Tools, and 6- Technology Problem-Solving and Decision Making Tools.

2. The next lesson is designed around Content Standard F in the National Science Education Standards, going in depth on environmental resources. This lesson will most likely serve well as an assessment tool. The students are asked to write a persuasive paper on what they believe is the number one negative impact on environmental resources. The students are encouraged to use many resources, including the Internet. After research has been collected to students are then allotted class time to write their paper, which must be typed.
Having an assignment such as this would meet ISTE standards 5- Technology Research Tools, 1-Basic Operations and Concepts, and standard 3- Technology Productivity Tools

3. The final lesson plan idea is one that does not incorporate much technology. This lesson is the introductory lesson on evolution, which meets the National Science Education Standard D. Evolution is a tricky subject to teach and I think it would benefit to start from something that the students will enjoy. Using the website, www.danceevolution.com, will break the ice and allow for discussion. After the students view the short clip, lead an open discussion on why it is called “The Evolution of Dance” and not something like, “The History of Dance”. This will lead into a discussion involving change over time.
ISTE Standard 6- Technology Problem Solving and Decision-Making Tools??

Reflection 5

Video Case Analysis Instruction and Guideline Questions W301 Integrating Technology in Teaching Name: Brittany Class: Thurs.
“Leapin’ Lizards”
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=037&id=Art_1251
Watching the video was quite surprising for me! If I can recall, the video captured a 4th grade class involved in a year round project that integrated all subjects. Math, science, social studies, art, and writing were all prevalent in this assignment. The project dealt with the horny toads in the state of Washington and the 4th grade students worked in conjunction with a University in the state as well as local farmers within the school district.
Many different technologies were used throughout the year. The students used certain computer programs to graph data obtained by observing locations and numbers of horny toads. The students also used a computer art program for various tasks. GPS systems were used on site. The researcher from the University provided the GPS devices and taught the students how to use the GPS devices to locate specific sites. A tracking system was also brought on site trips. Students were able to use the tracking system to find a horny toad that had the tracking device attached to its back. Looking at all of the technology displayed, it is easy to say that the students utilized the technology. The teacher and researcher may have instructed the students how to use the technology, but the students were encouraged to use the technology and understand why using that technology is helpful.
Watching this short video honestly surprised me. The students had an advantage over most students of the same age across the United States because such an opportunity was given to them. The technology used in this particular project was abundant, comprehensive, and engaging. I believe that most 4th graders do not know how to use a GPS device. I know that I do not. The technology did enhance this experience for the students. The students understood why such technology was being used and they gained knowledge on how to use that particular technology and apply it to their learning.
The uses of the particular technologies in the project were used over the course of a full school year. Much planning had to occur for this project to take place. The teacher obviously worked in conjunction with the University’s researchers and I am assuming that the researchers provided the GPS devices and the tracking devices. The teacher must have worked closely with the researcher to construct such an elaborate lesson. The teacher must also have kept in mind the academic, as well as the technology, standards that are mandated. This project must have taken quite a while to construct because it expands over an entire year. Of course, the teacher also had to consider that students have different technological knowledge. The film, however, portrayed the students learning the particular uses of the technology at the same time, which would make it a little easier for the teacher, allowing her to teach everyone at once.
The advantages of using the technologies are obvious. Without the use of the technologies, the project could not have existed. The GPS devices and tracking systems allowed the students to collect data and locate horny toads. Without such technologies, the students would have been running wild in the fields. This was also an amazing experience for the students. The students probably felt proud of their accomplishments using and collecting from such devices.I am not sure what question 8 is asking. Of course, integrating this sort of technology in any classroom would be difficult given that most schools do not offer such resources.

Reflection 5

1. Following this link will take you to a website that offers several simulations, descriptions, and models of concepts related to biology.

http://www.bbc.co.uk/education/asguru/biology/04genesgenetics/03proteinsynthesis/01makingproteins/index.shtml

In this case, the link directly links to protein synthesis. The website is interactive in that it allows students and/or teachers to have control over the simulation and their learning. This site pertains to Biology in that the site offers models and simulations on meiosis, mitosis, DNA replication, so on and so forth. Using this site would meet standards one (Basic Operations and Concepts, standard three (Productivity Tools), standard five (Research Tools), and standard six (Problem-solving and Decision-Making Tools).

2. Following this link will take you to an interactive lab website. This site offers labs dealing with transgenic flies, bacteria, cardiology, neurophysiology, and immunology. These all pertain to biology and can be used in a high school biology class. Just click on the links to start an interactive lab.

http://www.hhmi.org/biointeractive/vlabs/index.html

As mentioned earlier, this site can be used in any high school biology course. Teachers can allow students to experience something that is most likely not plausible in a high school classroom. The students have control over the lab and are able to control their learning. Using this website will meet standards one, three, five, and six.


3. Following this link will take you to the table of contents of “The Heart.” On this page, there are several links that are associated with different aspects of the heart. These include the developmental process, how to keep a healthy heart, blood vessels, the pulmonary system, a glossary, and enrichment activities. Just click on any of the links to learn more about the heart!

http://sln2.fi.edu/biosci/TOC.biosci.html

This could be incorporated in any life science course or even a health-related course. Teachers can use the material provided by this website to allow kids to either do their own research or own inquiry. The site is easy to follow and can also test the student’s knowledge on heart related topics. Allowing students to use this website would meet several NETS for students. It would meet the third NETS by allowing the students to use the site as a productivity tool (enhance learning). It would also meet number of by allowing students to research and locate information. Standards one and six would also be met by permitting students to understand the basic operations required to run the website and also permit students to use the technology to solve problems and strategies for solving those problems in the real world (taking care of one’s heart now and later in life is very important).

I forgot to post reflection 4, I believe. This is the blog containing the summaries of reflection 1 and 2. In reflection 1, we discussed the most common technologies that we used in elementary school, middle school, and high school. I was exposed to relatively few technologies: cell phones, computers, projectors, calculators, internet, etc. There are many technological advances, especially here at I.U. that I am just now becoming familiar with. From W301, I hope to take away more knowledge of the different technologies discussed.

In reflection 2, we focused on, "What we could do with technology?" On my top 5 technology innovations list, I listed PC tablet, scenarios/simulations, manipulation, interactive whiteboard, and virtual museums. These were discussed on the powerpoint presentation, in which only a few I was somewhat familiar with. My two favorite technologies from this list were the interactive whiteboard and simulations and manipulations. Both can be very useful in any classroom.