Games for use in a secondary science classroom:
1) Extreme Geology Challenge
This game deals with different climates and associated geological features. Not only is there an opportunity for students to have fun, but the game also includes general information on all of the different locations and geological formations. The game also includes a trivia question at the end which would make for convenient lesson plan correlation. There are five landscapes, each with a different game so each student can choose a different location for play for each lesson of the unit.
I would use this game during a day with extra free time at the end of the week to reiterate concepts and review before a quiz.
2) Earth in Balance
This game is excellent; it is based on interactive quiz questions that lead to videos and helpful explanations when answered correctly. Each time the game is played, different questions are used but are all centered on the same topics. Earth's elements and geological events, features, and weather are discussed. The game is very informative but makes learning more interesting than reading out of a book or listening to a lecture. The questions are very relevant to environmental science and issues that students today must be considering for the future health of our planet.
I would utilize this game as a review for an exam by providing a link for students to access at home as well as allowing adequate time in class.
Sunday, October 24, 2010
Thursday, October 21, 2010
Week 7 Creative Comments
This city has so much character; I hope too visit a pace like this during my travels.
Sunday, October 17, 2010
Assignment 8
In my future classrooms, I will use voicethread as a tool to post additional helpful lessons online for students to watch at home. Also, if there is a day I will be absent, my substitutes can use my voicethreads to carry on with the lesson.
Voicethread shows leadership in utilizing digital-age work and provides a digital experience for students to model. Students can use voicethread to better understand context per subject and also as an example of what they can create for their own projects and initiatives.
My Voicethread
My Voicethread
Tuesday, October 12, 2010
Assignment 1: Web Resources
1) Copyright Issues with Internet Use
netmanners.com
This site addresses copy right issues online and specifically enforces that information found online is not public simply because it is online. Laws do indeed exist to ensure that credit it given where deserved and someone cannot speak another's word as his own. Netmanners.com discusses seven particular misconceptions held by interent users to convey lawful information. I learned that giving credit is not enough and it is necessary to contact the author for permission to use their work for your own public purposes. I also did not know that emails are automatically copyrighted and no one can post of private email to a public space without permission.
copyright.gov
This governmental website provides detailed information about specific copyright laws. Constitutional sections are cited and legal jargon is transposed to common terms. Infringement is defined to be any copies, public reproduction or display of an author's work done by anyone but the author. Interestingly, Section 107 of the law exempts criticism, news reporting, teaching, scholarship, and research from standard infringement punishment. This site also explains what an author should do if his/her work has been wrongfully copied and furthur details sections of the law.
2) Equity Issues
avln.org
This website, by Ray Ostrander, specifically addresses equity within computer classes. The discussion points out that girls and colored students tend to be neglected in technological education settings. This inequality is due to a culture that identifies white males as most successful with technology. Attitudes like this can effect the way teachers treat other students and create negative feelings toward computer use within the child. By treating girls and coloreds as if they are second best, they will begin to belive that this is true and could severely impact the demographics of technologically advanced indivuiduals in the future.
ncrel.org
The main issue discussed in this website is equal availability of technological resources to all students. To ensure equal access, funding must be disbursed appropriately. The National Academy of Sciences and the National Academy of Engineering are cited as supporters of the technological movement to "promote educational opportunities for all students". Technology can bring the same online opportunities and resources to all students, assuming schools can afford the technology in the first place; technology can bring resources and virtual applications to students that would cost much more in reality. Equity between schools with diverse economic statuses is essential to prevent a widening of the existing achievement gap.
3) Cultural Issues
fctd.info
This website for The Family Center on Technology and Disbility provides many articles on cultural issues realted to technolgy. I read one about ethnic minority populations' experiences with assistive technology. The most common issue between these different minority groups was the language barrier. Lack of information and funding was also an issue and many minorities would be considered to be living in poverty. Another factor for technological issues with ethnic groups was distrust of the unknown communities and fearing to ask for help.
notesandsketches.co.uk
This website talks about past cultures and what we currenly know about them. An aspect of past culture we analyze is their technolgy, even if the ancient people did not have accesss to what we consider technological innovations curerntly, they still made use of different ways to build, travel, and live. For example, we find historic examples of castles, pyrimids, weapons, and homesteads. Different cooking mechanisms were developed and farming soon took hold, a huge revelation which without we would not exist as we do today. Technology in the past was much simpler but a more basic and natural way to be in-tuned with the world around you that I think we lack as a society today.
4) Health Issues
http://heheli.com/business/top-4-health-problems-caused-by-computer-use/
Hehelo.com lists the top four health issues caused by computer use: eye disease, bad posture, hurting hands and computer stress injuries. Regarding eye health, the site suggests looking away from the screen occasionally to prevent strain from starring. Computer use could also be linked to glaucoma. Bad posture can develop from prolonged computer use and posture has a huge effect on neck, back, and overall health. they suggest sitting with elbows bent at 90 degrees with a straight back. Hurting hands can happen after long days on a computer; carple tunnel has happened often to frequent computer users. Lastly, stress from sitting in a fixed spot or stress from technological malfunctions can increase chance of heart disease. All of this said, I wonder if we should be introducing computers to children at such a young age while their bodies are still developing.
http://www.healthy.net/scr/condition.aspx?ConditionId=327
Healthy.net provides links to all different sites and articles for different computer health issues. I chose to read about proper typing technique. Aching shoulders and cramped hands are often a result of long hours typing. With such repetitive activities, our brain tends to tense our bodies in preparation for the next keystroke so it is important to conciously relax your shoulder, arm, and hand muscles. We also develop the tendency to hold out breath in these situations so focusing on regular, slow deep breaths can combat the tension and enduce relaxation while computing.
netmanners.com
This site addresses copy right issues online and specifically enforces that information found online is not public simply because it is online. Laws do indeed exist to ensure that credit it given where deserved and someone cannot speak another's word as his own. Netmanners.com discusses seven particular misconceptions held by interent users to convey lawful information. I learned that giving credit is not enough and it is necessary to contact the author for permission to use their work for your own public purposes. I also did not know that emails are automatically copyrighted and no one can post of private email to a public space without permission.
copyright.gov
This governmental website provides detailed information about specific copyright laws. Constitutional sections are cited and legal jargon is transposed to common terms. Infringement is defined to be any copies, public reproduction or display of an author's work done by anyone but the author. Interestingly, Section 107 of the law exempts criticism, news reporting, teaching, scholarship, and research from standard infringement punishment. This site also explains what an author should do if his/her work has been wrongfully copied and furthur details sections of the law.
2) Equity Issues
avln.org
This website, by Ray Ostrander, specifically addresses equity within computer classes. The discussion points out that girls and colored students tend to be neglected in technological education settings. This inequality is due to a culture that identifies white males as most successful with technology. Attitudes like this can effect the way teachers treat other students and create negative feelings toward computer use within the child. By treating girls and coloreds as if they are second best, they will begin to belive that this is true and could severely impact the demographics of technologically advanced indivuiduals in the future.
ncrel.org
The main issue discussed in this website is equal availability of technological resources to all students. To ensure equal access, funding must be disbursed appropriately. The National Academy of Sciences and the National Academy of Engineering are cited as supporters of the technological movement to "promote educational opportunities for all students". Technology can bring the same online opportunities and resources to all students, assuming schools can afford the technology in the first place; technology can bring resources and virtual applications to students that would cost much more in reality. Equity between schools with diverse economic statuses is essential to prevent a widening of the existing achievement gap.
3) Cultural Issues
fctd.info
This website for The Family Center on Technology and Disbility provides many articles on cultural issues realted to technolgy. I read one about ethnic minority populations' experiences with assistive technology. The most common issue between these different minority groups was the language barrier. Lack of information and funding was also an issue and many minorities would be considered to be living in poverty. Another factor for technological issues with ethnic groups was distrust of the unknown communities and fearing to ask for help.
notesandsketches.co.uk
This website talks about past cultures and what we currenly know about them. An aspect of past culture we analyze is their technolgy, even if the ancient people did not have accesss to what we consider technological innovations curerntly, they still made use of different ways to build, travel, and live. For example, we find historic examples of castles, pyrimids, weapons, and homesteads. Different cooking mechanisms were developed and farming soon took hold, a huge revelation which without we would not exist as we do today. Technology in the past was much simpler but a more basic and natural way to be in-tuned with the world around you that I think we lack as a society today.
4) Health Issues
http://heheli.com/business/top-4-health-problems-caused-by-computer-use/
Hehelo.com lists the top four health issues caused by computer use: eye disease, bad posture, hurting hands and computer stress injuries. Regarding eye health, the site suggests looking away from the screen occasionally to prevent strain from starring. Computer use could also be linked to glaucoma. Bad posture can develop from prolonged computer use and posture has a huge effect on neck, back, and overall health. they suggest sitting with elbows bent at 90 degrees with a straight back. Hurting hands can happen after long days on a computer; carple tunnel has happened often to frequent computer users. Lastly, stress from sitting in a fixed spot or stress from technological malfunctions can increase chance of heart disease. All of this said, I wonder if we should be introducing computers to children at such a young age while their bodies are still developing.
http://www.healthy.net/scr/condition.aspx?ConditionId=327
Healthy.net provides links to all different sites and articles for different computer health issues. I chose to read about proper typing technique. Aching shoulders and cramped hands are often a result of long hours typing. With such repetitive activities, our brain tends to tense our bodies in preparation for the next keystroke so it is important to conciously relax your shoulder, arm, and hand muscles. We also develop the tendency to hold out breath in these situations so focusing on regular, slow deep breaths can combat the tension and enduce relaxation while computing.
Thursday, October 7, 2010
Introduction Lab
Hey everyone! I just started this blog as part of a class assignment but I will be continually using it to update my family and friends during my travels abroad. Stay tuned this November for some Southeast Asian news!
Photo Credit
Photo Credit
Tuesday, October 5, 2010
Edct 203: Assignment 7
My Survey
* The best way to use Google forms from the article is in moderation and for assessments that do not need to include interpersonal discussion. We should not replace valuable in-class procedures and discussions with an online form but can utilize the ease and convenience to administer tedious and repetitive procedures.
* I could use Google forms in my classroom to gauge my students' previous understanding of scientific material. I could also have my students take surveys to see in which ways they learn best or what units they want to focus on most. Weekly quizzes could indicate what material students are grasping ans what I need to go over again in class.
* The best way to use Google forms from the article is in moderation and for assessments that do not need to include interpersonal discussion. We should not replace valuable in-class procedures and discussions with an online form but can utilize the ease and convenience to administer tedious and repetitive procedures.
* I could use Google forms in my classroom to gauge my students' previous understanding of scientific material. I could also have my students take surveys to see in which ways they learn best or what units they want to focus on most. Weekly quizzes could indicate what material students are grasping ans what I need to go over again in class.
Sunday, October 3, 2010
EDCT 203: Assignment 6
An Insect's Perspective
https://sites.google.com/site/insectcopy/home
The home page for this webquest site provided resources and intended grade level, teacher's name and a link to contact her via email. I would incorporate all of these elements into my own webquest home page and feel that it is appropriate information to include. The introduction had a good 'attention grabber' and basic questions to get kids thinking not necessarily about insect facts but their own opinion of insects, a good prelude to an insect unit.
The tasks are very clearly stated and easy to comprehend. Such questions will make students think about human destruction and hopefully encourage them to be more delicate in their own lifes. The process is broken down into to easy-to-follow steps and the links to pictures of different insects will likely hold the students' attention. Links to all information is good for younger students who may not be as capable of searching on their own.
Incorporating a discussion in the end based on the initial questions is a great way to make students realize what they have researched is relevant and could spark some healthy debate. And writing a letter is great way to enact the activity from tasks page and incorporate elements of other subjects (citizenship) into science.
The evaluation page gives a decent breakdown for what each component of the assignment requires but could include a more detailed look such as an example letter and poster to show what an exemplary score would specifically include.
The conclusion could have wrapped up some points that the students learned or incorporated a 'what I learned' assignment instead of just 'Thank you'.
The specific standards addressed on the teacher page is helpful but for the credits, nothing was listed besides the template website and I am certain more websites were utilized for information.
The Four Seasons
http://questgarden.com/46/99/3/070221124247
The introduction for the four seasons webquest site combines both home and introductory information. It is not as detailed as the others and includes no background information or scenario for why the students will be constructing a brochure, which would make the assignment more realistic and intriguing.
The tasks explain that a brochure is to be made but not many more details. It is made clear what questions should be answered. The process clearly explains each step involved in the assignment and provides helpful links for answering the task questions but the wording in some steps is a little confusing especially for younger students. There could be some additional information for the brochure such as finding a specific place to research to try and convince people to visit. A travel brochure would not simply discuss seasons, not very realistic. The link to the 'Yale child study center' for fun things to do in the seasons seemed odd to me.
The evaluation specifically detailed what is needed for a good grade and what will result in a poor grade, specifically the number of problems within the group for group grade is helpful for reference. The clarification that the brochure should be broken up by season is good as is the specificity for number of pictures.
As I have noticed with nearly all of the evaluation pages, the students must utilize the page to know exactly what the teacher is looking for; some of these details could have been mentioned in the instructions.
I like that the conclusion includes what they should know after completing the assignment. The teacher page had a good objective statement but never addressed specific standards.
Who Really Owes the Rosetta Stone
http://www.yellow-springs.k12.oh.us/ys-mls/rosetta.htm
This site is not organized and not at all what I expected based on the first two webquest example sites.
What I would consider to be the introduction is listed under 'web resources';
introduction, tasks and the conclusion are all included on this one page, which is alright but the title 'Web Resources' for this page is confusing to me.
The division of students was also unclear; are the students actually from these three different places or is it a role play? The conclusion seems to describe the actual project, including further tasks, where I would expect to see what should have been taken from the study.
The reference page mentions sites where the Rosetta Stone has been discussed, which is helpful but is not what i expect when I look at a reference page. I did really like the inclusion of past student presentations. Having an archive of past student work can be very helpful to the new groups for inspiration as well as reiterating the guidelines.
At the very least, this page shows that webquest sites can be very diverse and achieve a goal though different means but is definitely lacking some of the necessary components.
Review of Algebra I
https://sites.google.com/site/sludding55/teacherpage2
This website has the best introduction, providing a preview of what is to come in the project. It is helpful that the task page is split into different lessons and chapter sections of the book and the online 'personal tutor' interaction provides different methods to cater to different learning types and is more likely to keep the students' attention than working solely in the book.
The conclusion reiterates the introduction but refers to what the students should be able to do after completing the tasks, which is exactly what I expect from a concluding statement. The credits were also the best of the four sites in my opinion. The teacher page includes the most behind the scenes information for details and guidance in creating a webquest page.
This said, I feel that this webquest was the most organized and successful in conveying the tasks.
My Webquest
https://sites.google.com/site/insectcopy/home
The home page for this webquest site provided resources and intended grade level, teacher's name and a link to contact her via email. I would incorporate all of these elements into my own webquest home page and feel that it is appropriate information to include. The introduction had a good 'attention grabber' and basic questions to get kids thinking not necessarily about insect facts but their own opinion of insects, a good prelude to an insect unit.
The tasks are very clearly stated and easy to comprehend. Such questions will make students think about human destruction and hopefully encourage them to be more delicate in their own lifes. The process is broken down into to easy-to-follow steps and the links to pictures of different insects will likely hold the students' attention. Links to all information is good for younger students who may not be as capable of searching on their own.
Incorporating a discussion in the end based on the initial questions is a great way to make students realize what they have researched is relevant and could spark some healthy debate. And writing a letter is great way to enact the activity from tasks page and incorporate elements of other subjects (citizenship) into science.
The evaluation page gives a decent breakdown for what each component of the assignment requires but could include a more detailed look such as an example letter and poster to show what an exemplary score would specifically include.
The conclusion could have wrapped up some points that the students learned or incorporated a 'what I learned' assignment instead of just 'Thank you'.
The specific standards addressed on the teacher page is helpful but for the credits, nothing was listed besides the template website and I am certain more websites were utilized for information.
The Four Seasons
http://questgarden.com/46/99/3/070221124247
The introduction for the four seasons webquest site combines both home and introductory information. It is not as detailed as the others and includes no background information or scenario for why the students will be constructing a brochure, which would make the assignment more realistic and intriguing.
The tasks explain that a brochure is to be made but not many more details. It is made clear what questions should be answered. The process clearly explains each step involved in the assignment and provides helpful links for answering the task questions but the wording in some steps is a little confusing especially for younger students. There could be some additional information for the brochure such as finding a specific place to research to try and convince people to visit. A travel brochure would not simply discuss seasons, not very realistic. The link to the 'Yale child study center' for fun things to do in the seasons seemed odd to me.
The evaluation specifically detailed what is needed for a good grade and what will result in a poor grade, specifically the number of problems within the group for group grade is helpful for reference. The clarification that the brochure should be broken up by season is good as is the specificity for number of pictures.
As I have noticed with nearly all of the evaluation pages, the students must utilize the page to know exactly what the teacher is looking for; some of these details could have been mentioned in the instructions.
I like that the conclusion includes what they should know after completing the assignment. The teacher page had a good objective statement but never addressed specific standards.
Who Really Owes the Rosetta Stone
http://www.yellow-springs.k12.oh.us/ys-mls/rosetta.htm
This site is not organized and not at all what I expected based on the first two webquest example sites.
What I would consider to be the introduction is listed under 'web resources';
introduction, tasks and the conclusion are all included on this one page, which is alright but the title 'Web Resources' for this page is confusing to me.
The division of students was also unclear; are the students actually from these three different places or is it a role play? The conclusion seems to describe the actual project, including further tasks, where I would expect to see what should have been taken from the study.
The reference page mentions sites where the Rosetta Stone has been discussed, which is helpful but is not what i expect when I look at a reference page. I did really like the inclusion of past student presentations. Having an archive of past student work can be very helpful to the new groups for inspiration as well as reiterating the guidelines.
At the very least, this page shows that webquest sites can be very diverse and achieve a goal though different means but is definitely lacking some of the necessary components.
Review of Algebra I
https://sites.google.com/site/sludding55/teacherpage2
This website has the best introduction, providing a preview of what is to come in the project. It is helpful that the task page is split into different lessons and chapter sections of the book and the online 'personal tutor' interaction provides different methods to cater to different learning types and is more likely to keep the students' attention than working solely in the book.
The conclusion reiterates the introduction but refers to what the students should be able to do after completing the tasks, which is exactly what I expect from a concluding statement. The credits were also the best of the four sites in my opinion. The teacher page includes the most behind the scenes information for details and guidance in creating a webquest page.
This said, I feel that this webquest was the most organized and successful in conveying the tasks.
My Webquest
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