Module 3 Skype Project

I designed a project from my high school, upper level physics class that will involve science career research, contact of someone in that career via Skype, and then presentation of their research and video to the class.  This project will require quite a bit of time and effort by the students, but because my class is highly motivated, I think they can pull it off.

The idea for this project came from two places, one from a teacher in our district and secondly from one of the discussions on the PLN board.  Last year, one of the middle school social studies teachers had his students Skype one of our state senators in his class.  The project was hugely successful in the district and got the students involved in the material in a new way.  Skype offers students a unique opportunity to connect with people outside of the classroom and outside of their city.  The second motivation for this project was ignited through our class discussion about getting students not only interested in science-based careers, but also understanding how influential science can be in their society.

I was looking for a way to integrate Skype into my classroom in a meaningful way and what makes this project even more appealing to me is that students now have computer access daily in my classroom.  Last year, another teacher and I wrote a grant for laptops and we now have a class set that we share between two classrooms.  For our district, that is a big deal to have classroom computers!

My project uses technology and online resources at multiple levels.  The first aspect of the project is to research a science related career.  For most physics students that will likely be a engineer of some kind, but they will not be limited to that area at all.  As long as there is some science involved in the day to day work, that career is fair game.  I will introduce the project on day one and students will have that day and the following to research and brainstorm their chosen fields.

The students will then have 2 weeks to contact and Skype a person in the career that they chose to research.  Sometimes I hesitate when giving so much time for students to complete an aspect of the project, but I think this time period is appropriate, given the nature of the assignment.  At the beginning of that time period, students will practice mock Skype's and interview with their classmates to practice needed skills for assignment completion.  We will spend 1 day of class time on that skill development.  Skype has a really useful aspect that can be a great learning tool for teachers and students, the downside is that it cost money to use.  But through research, I found that our school may be willing to pay for the option.  Either way, through Skype you can purchase a application that allows you to record the video or audio from the chat.  That video can be saved to your computer for later editing.

The third piece of this research project is the presentation of the material that students learned through this project.  I am looking for evidence that students learned an adequate amount of information about the career that they chose to research.  In addition to the discussion of the career, students will be given class time to create a presentation of their findings.  Students should in their presentations include a video or audio clip from their Skype interview.  Students may edit video through iMovie, a very user-friendly program that I have found students can navigate easily.

I realize that this project will take a lot of class time and resources, but I think also has some real value for learning not about a particular scientific concept, but science as a whole.  I would probably use this as an end of the year project, or something to break up two heavy units, when students need a break from intense material and need to step away and think about why they are learning what they are!

Online Professional Development Review

On Wednesday, I participated in my first online professional development.  The PD was through NSTA and I signed up for the class, beleiving that I could use the material in my Earth Science class. 
 The material in the PD was over humans colonizing space and learning the process of using resources and disposing of waste.  I was pleasantly surprised by the format of the webinar, I thought it might be more complicated that it was to get the programs up and running.  The program was through Elluminate Live! and it was really easy program to operate.   
One thing I will be careful of the next time I sign up for a PD online is that I can actually use the material in my classroom.  This was great information and it will be something I can discuss with my Earth Science class to give some "beef"  to my astronomy unit.  It seems that we usually spend time talking about space travel and/or settling space every year.  However, they depth to which the material covered is not something that I will use in my classroom. 
As teachers, we have to pick ideas and projects that we can use to help students understand concepts and standards.  I wish we had more time to teach cool material like this, but for me this material isn't justified enough in my standards to spend this much time covering, particularly because I already have an activity I know and love that covers this material.
Overall, good experience, glad I tried it.  After all, that's what summertime is for if you are a teacher!

Twitter Reflection

Twitter Reflection
This class has been my first experience with using Twitter.  My original opinion of Twitter was that it was an almost purely social media.  However, my thoughts about this site have changed the past few weeks. I do think there are some potential educational uses for this site. 
First off, Twitter is a great way to be connected for students.  I know that many of my students use twitter and are connected constantly through their phones.  What a great way to remind them about upcoming school events or even class due dates.  Our boys soccer coach connects to the team parents through this site, when he posts they are automatically sent to the parent's phones.  I don't think that we can ignore technology is changing the way students interact socially and learn so embracing that change is important. 
I do worry a bit that Twitter isn't really designed for educational use, although it does fit with it.  I am trying to think about ways that I could actually use this technology in class.  Of course, there are still many students who do not have Internet access on their phones, or at their house so that always muddles the waters with technology use. 
For now, Twitter was an interesting experience for me and I have really learned a lot about that site throughout this class.

Project 2 Scavenger Hunt

Scavenger Hunt Prezi

In the past, I have had students create PowerPoint presentations in my classroom for certain projects.  The past few years, I have also been building on a project that involves a field trip and our study of ecology.  In the past, students have used camera phones or borrowed school cameras to take pictures of things we were studying in class as we took a hike to a State Park close to our school.  My plan for next year is to have the students present both pictures and videos in a form of a Prezi.  I use PowerPoint's myself and I am not too familiar with the set-up.  However, this past week have worked with the technology and learned how to put a Prezi together.  They are fun!  The two forms of internet technology that we will use to complete this project are a media manipulating software such as photoshop to alter photos, and the Prezi program.

I have attached the requirements for what the students have to collect pictures of on the hike.  I have also included a rubric for the Prezi and what will be required in the presentation.

Biology Scavenger Hunt

Directions – for each lab group:

You will be given a list of items you will take a picture of as we hike in Lone Pine State park.

Your group will present the pictures that you took on the field trip to your class on Friday. Each picture should be labeled and have in it somewhere your identification item.  No pictures may be used twice.  Each item on the list is worth 3 points for a maximum of 45 points.

Presentations will be worth 55 points.  Project total is 100 points.

Extra points are available with original presentations.

GOOD HUNTING    J

List of options for photo collection.

1.       A producer

2.       A consumer

3.       A leaf with a toothed margin.

4.       A leaf with an entire margin.

5.       A leaf with a lobed margin.

6.       A heterotrophic organism.

7.       A photosynthetic organism.

8.       An ectotherm.

9.       An invertebrate.

10.   A pollinator.

11.   Predation.

12.   Example of genetic variation in a population

13.   A food chain.

14.   An animal with an exoskeleton.

15.   A tetrapod

16.   Angiosperm

17.   Bilaterally symmetrical organism

18.   Radially symmetrical individual

19.   Organism’s home

20.   Parasitism

21.   Plant using either wind or water for seed dispersal

22.   Population

23.   The reproductive structures of a plant (up to 2)

24.   A fungus

25.   A nonvascular plant

26.   A cone-bearing plant

27.   A flowering plant

28.   One of the major categories of roots

PowerPoint Presentation
Group Names: _______________________________________________________
Title of Presentation: _____________________________________________________
CATEGORY	Excellent	Good	Satisfactory	Needs Improvement
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that seems inaccurate.	The content is generally accurate, but one piece of information is clearly inaccurate.	Content confusing or contains more than one factual error.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the next slide.	Most information is organized in a clear, logical way. One slide or piece of information seems out of place.	Some information is logically sequenced. An occasional slide or piece of information seems out of place.	There is no clear plan for the organization of information.
Effectiveness	Project includes all material needed to give a good understanding of the topic. The project is consistent with the driving question.	Project is lacking one or two key elements. Project is consistent with driving question most of the time.	Project is missing more than two key elements. It is rarely consistent with the driving question.	Project is lacking several key elements and has inaccuracies. .Project is completely inconsistent with driving question.
Use of Graphics	All graphics are attractive (size and colors) and support the topic of the presentation.	A few graphics are not attractive but all support the topic of the presentation.	All graphics are attractive but a few do not support the topic of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Text - Font Choice & Formatting	Font formats (color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Cooperation	Group shares tasks and all performed responsibly all of the time.	Group shares tasks and performed responsibly most of the time.	Group shares tasks and performs responsibly some of the time.	Group often is not effective in sharing tasks and/or sharing responsibility.
Delivery	Members spoke at a good rate, volume and with good grammar. They maintained eye-contact while using, but not reading their notes.	Members spoke a little faster or slower than necessary, or too quietly or loudly. They used acceptable grammar. They maintained eye-contact, but relied too much on their notes.	Members spoke at a good rate and volume, but used poor grammar. They relied heavily on their notes.	Members demonstrated having paid little attention to rate, volume or grammar. They read nearly word for word from notes.

Week 3 Resource Discussion

This past week I have spend time exploring several of the websites that offer teacher tools or communities to share ideas.
http://thesynapse.ning.com/
The synapse is a space where biology teachers share ideas, photos, projects, and more.  I found some of the resources helpful and others not at all.  For example, if you browse the pictures on the site, many people have posted great images and diagrams that I could use in discussion, or lecture.  Within all of those great pictures, there are also some random ones that people has thrown in the mix. The lesson plan tab within the website is great!  The lesson plan area allows you to narrow and offers some different resources from a lot of the Biology websites I have looked at over the years.
http://www.edutopia.org/groups/science-technology-engineering-mathematics-education
Edutopia is kind of a cool website, I have gotten involved in some STEM training and planning this past year and have incorporated it into my classroom.  This is a good resource as it offers a variety of venues for teachers to share information and ideas.  Teachers and members can blog, post to discussion boards, or add videos.  My favorite aspect of this website is the tab for integrated studies, which give you ideas about how to mesh science, math, technology. and engineering in meaningful ways.  Also, several of the discussions are worth the time to browse through, people have interesting ideas and thoughts!

Disease Lab Simulation

Here is the Disease Lab Simulation, hope it is some help to you!

DISEASE LAB                                                                    Name:_______________________Per: ____

Problem:

How does change in population density affect the spread of influenza in a population?

Hypothesis:

Write your hypothesis with an “if… then…because” statement.  The IF discusses the independent (manipulated) variable and the THEN describes how it affects the spread of the disease.

                                                                                                                                                                                                                                                                                                                                                                         

                                                                                                                                                                                     

Materials:

The Habitable Planet simulator (http://www.learner.org/courses/envsci/interactives/disease/disease_help.php)

Procedure:

1. Open the simulator by entering http://www.learner.org/courses/envsci/interactives/disease/disease_help.php

Or search for “disease lab simulator” and select the link for www.learner.org

2. You will need to set up your variables in the simulator parameters: Set population mixing to none; countermeasure vaccination rate to none.  Record the values in the control table.  Make sure you select Impfluenza for the disease to be tested.
3. Run 10 trials for population density LOW.  Record the sick days reported and # dead in your data table.
4. Reset after each trial before you run another test.  Record sick days and dead in your data table.  Calculate the average sick days and deaths.  
5. Repeat steps 3 and 4 for both MEDIUM and HIGH population density.

Control Table:

Population Mixing
Vaccination Rate

Population Density =                         Population Density =             Population Density =

LOW	Sick Days Reported	Dead		MEDIUM	Sick Days Reported	Dead		HIGH	Sick Days Reported	Dead
Trial 1				Trial 1				Trial 1
Trial 2				Trial 2				Trial 2
Trial 3				Trial 3				Trial 3
Trial 4				Trial 4				Trial 4
Trial 5				Trial 5				Trial 5
Trial 6				Trial 6				Trial 6
Trial 7				Trial 7				Trial 7
Trial 8				Trial 8				Trial 8
Trial 9				Trial 9				Trial 9
Trial 10				Trial 10				Trial 10
Average				Average				Average

 Problem:

How does change in receipt of vaccination affect the spread of influenza in a population?

Hypothesis:

Write your hypothesis with an “if… then…because” statement.  The IF discusses the independent (manipulated) variable and the THEN describes how it affects the spread of the disease.

                                                                                                                                                                                                                                                                                                                                                                         

                                                                                                                                                                                   

Materials:

The Habitable Planet simulator (http://www.learner.org/courses/envsci/interactives/disease/disease_help.php)

Procedure:

1. Open the simulator by entering http://www.learner.org/courses/envsci/interactives/disease/disease_help.php

Or search for “disease lab simulator” and select the link for www.learner.org

1. You will need to setup your variables in the simulator parameters: Set population density to medium and mixing to none. Make sure you select Impfluenza for the disease to be tested.
2. Run 10 trials for vaccination rate LOW (10%).  Record the population number in your data table.
3. Reset after each trial before you run another test.  Record sick days and dead in your data table.  Calculate the average sick days and deaths. 
4. Repeat steps 3 and 4 for both MEDIUM (25%) and HIGH (75%) vaccination rate.
5. Answer the discussion and analysis questions.

Control Table:

Population Number
Population Density
Population Mixing

Vaccination Rate 10%                        Vaccination Rate 25%                        Vaccination Rate 75%

LOW	Sick Days Reported	Dead		MEDIUM	Sick Days Reported	Dead		HIGH	Sick Days Reported	Dead
Trial 1				Trial 1				Trial 1
Trial 2				Trial 2				Trial 2
Trial 3				Trial 3				Trial 3
Trial 4				Trial 4				Trial 4
Trial 5				Trial 5				Trial 5
Trial 6				Trial 6				Trial 6
Trial 7				Trial 7				Trial 7
Trial 8				Trial 8				Trial 8
Trial 9				Trial 9				Trial 9
Trial 10				Trial 10				Trial 10
Average				Average				Average

Discussion and Analysis Questions:

1.     How did your independent variable (density and vaccination rate) affect the number of sick days?  Death toll?

4 Statements needed.

2.     Is your hypothesis supported? (Answer for both!)

3.     Are your results the same each time?  How do the results compare to one another?  

 

4.     How will the spread of disease in Montana compare to spread of disease in an area with higher population density?

5.     Should a person who is ill go to school or the grocery store?  Use lab data to support your answer.

6.     Which variable has the greatest impact on the spread of disease: population density or vaccination rate?