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Life Science Core

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Hallie Bodey

on 2 May 2013

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Transcript of Life Science Core

By Amanda Loy and Hallie Bodey Life Science Unit 1. Description of target student population and teaching context Incorporated with each activity 3. Description of the task, goal, objectives, purpose, procedure, product, assessment component 4. A brief reflection on working with the tech tool (benefits? challenges?), your experience collaborating on this project with/in your TC group, on the task design/implementation, and on the experience working with your partner group in Spain Questions? 5. An Annotated Webliography 1. Bilingual Chinese and English students
2. 2nd - 3rd grade students
(approx. 8-9 years old)
3. Students will have attended this same school since about age 2-3, meaning that they will be at relatively equal levels
4. Private school with pretty high technological funding (each student will have a tablet and computer access for the duration of the course)
5. This class will be their science core course
6. CBI instruction (leaning towards thematic) in life science
7. Students live and attend school in San Jose, California.
8. Parents are involved (students frequently share material with them) 2. Brief rationale for how the tools can enhance teaching (tied to literature and including a webliography) Assessment Content of the task Procedure Life Science Unit Goal Objectives Students will learn about life science:

1. Animal Life Science
-Animal life cycle
-Animals (sounds, physical characteristics)

2. Plant Life
-Plant life cycle
-Plant parts Students will develop age appropriate scientific knowledge about animals and plants in English (and Mandarin) which can later be expanded upon as they grow in age. SWBAT: 1. Recognize animals, their specific footprints, sounds, and improve basic animal vocabulary by playing games.
2. Recognize basic plant vocabulary and plants by picture games.
3. Recognize the difference between plants and animals via picture discussions.
4. List the steps in animal lifecycle, through multiple tasks - game playing, drawings, so on.
5. List the steps in plant lifecycle, through multiple tasks - youtube video, drawings, quizzes and readings, picture journals, so on.
6. Experience the scientific process by growing their own bean plant, making observations, keeping journals.
7. Improve writing skills via plant journals
8. Participate in local culture via field trips.
9. Share their information with parents (final products, and frequent emails of photos or other materials/reflections). Product At the end of the course students will have: 1. A complete picture, video, sound, and written e-book cataloging their plant, plant 2, and field trips viewable on their iPads (back-up: teacher's plant)
2. An Animal Glogster complete with picture, video, sound, and writing cataloging their pet/chosen animal and field trip footage. Everything viewable on their iPads, along with it collected as a packet by teacher viewable on their iPads
3. All other related materials collected and kept as well on iPads and computers.
3. An "introduction" to age appropriate apps and games which are fun and educational
4. Local Culture Foundation building - visiting local sites will help develop students perception of their state
5. New scientific knowledge which will provide a foundation for their future, which can be built upon by summer programs on the opposite coast at the Hollingworth Science Center ;) Students will be assessed on multiple criteria Elementary School Standards
1. Conduct and Behavior (students are attentive and respectful during class time)
2. Students participate appropriately throughout the course (stay on task/complete assignments) Language Guidelines Graded on final products which will be frequently reviewed by teachers. Animal Report Rubric Plant E-book Rubric Content Guidelines Sort of how we are determining language proficiency, so we perceive these to be highly intertwined

These are bilingual students, although they are learning reading/writing skills, their language skills should be highly plastic Animals Activity 3: Animal Body Parts Final Project: Portfolio Activity 2: Animal life-cycle Intro-Activity: Animal to foot print game Activity 4: Field Trips Plants Activity 3: Parts of a Plant Activity 5: E-Book Activity 2: Plant Life-Cycle Intro-Activity: Plant Life-cycle Activity 4: Field Trip 1. Large Group: Ask students if they have any plants at home/encourage large group discussion. (1-5 minutes) 2. Tell students that they will get to grow their own plants! (30 seconds) 3. Show youtube video. (3.5 min) Components: 1. Live plant (photos of each stage, drawings of each stage, decorate pot, labeling of each stage, each part, written observations)
2. Virtual plant (screencaps, labeled stage and part), written observations)
3. Teacher plant 2 (photos of each stage, drawing of each stage, labeling of each stage, each part, written observations)
4. Field Trip (video, photos, written journal, activities completed)
5. Student narration aspect Seeds 1.Teachers present apple (whole), and cut apple open, displaying seeds to large group students (3 minutes)
2.Teachers present edible seeds to large group students as a snack, while having volunteer students point to where the seeds are, typical fruits/vegetables, and students eat these fruits and eat seeds (3 minutes)
3. Students take appropriate photos and videos of their plant during the course of it. Students go on a field trip to a Santa Cruz farm and to Santa Cruz Redwood Forest Students see:
1. Different plants growing
2. Farm equipment (seeds, animals)
3. Talk to farmers/workers at the farm At the farm: Students do:
1. Use iPads to take video footage and photos
2. Pick some kind of fruit/vegetable dependent upon season
3. Worksheets on iPads (involving drawings, basically, stuff to help them remember their trip and share After the farm: Class/Homework:
Students will:
1. Collect farm activity materials and photos and put them in their e-books (see final project later on)

2. Label "Stage" of Life Cycle for each photo and write comments, teacher will have spoken with farm in advance to ensure that students see "each stage" for varying plants

Homework:
Students will be encouraged to discuss their trip with their parents (including food) This would be done over a long time.
Ex: Monday might be observation day Operationalizing (Computer) Program: iBooks Author (free) Step 1: Students Select Craft Template in iBooks Author Step 2: Students layout chapters according to teacher set guidelines Step 3: students input data appropriately Step 4: peer edits Step 5: Students share Students:
1. share their project with student in groups.
2. receive feed back from older classmates and from teacher
3. edit project 1. with small group in class (and give each other comments)
2. Final evaluation by teacher Justification: Format allows students to utilize the four skills and keep it forever.

There is a "published" aspect to it (as they can put it on their iPad), will also have teacher's copy, and can share with their friends easily.

"Green" aspect.

Parents can also easily have a copy (customer is not only student). 1. Students make foot prints and hand prints using paint, then take photos on iPad - email to parents (approx 20 min) - if timed right, Thanksgiving turkey
2. Students play game in which they match animal foot print to animal (approx 5 min) Link: http://funschool.kaboose.com/preschool/amazing-animals/games/game_animal_tracks.html Website Justification: 1. We would have students do this together in small groups for the purpose of facilitating interaction.
2. This is actually younger than intended age group, however, it is merely meant to be a quick warm-up activity to get students thinking about animals. At the Zoo: After the zoo: Students go on a field trip to San Francisco zoo and to Monterey Bay Aquarium At the Aquarium: After the Aquarium: Students see:
1. Animals (focused primarily on their species)
2. Current Exhibits (this gets them interested in going to museums on their own time) Students do:
1. Use iPads to take video footage and photos
2. Worksheets on iPads (involving drawings, basically, stuff to help them remember their trip and share). Class/Homework:
Students will:
1. Collect zoo activity materials and photos and put them in their portfolio (see final project)

2. Organize their materials, write comments and observations, write about their favorite parts (reflection)

Homework:
Students will be encouraged to discuss their trip with their parents (likely, these students will have been to this zoo before, can talk and reflect on trip) Students see:
1. Fish/exhibits of interest (teachers will determine beforehand)
2. Current Exhibit (this gets them interested in going to museums on their own time) Students do:
1. Use iPads to take video footage and photos
2. Worksheets on iPads (involving drawings, basically, stuff to help them remember their trip and share
3. Eat in restaurant on the water and look for sea-life (typically see wild otters)
4. Hands on activities (touching plants)
5. Sustainability talks ("Save the bay" very big here) Class/Homework:
Students will:
1. Collect aquarium activity materials and photos and put them in their portfolio (see final project)

2. Organize their materials, write comments and observations, write about their favorite parts (reflection)

Homework:
Students will be encouraged to discuss their trip with their parents (likely, these students will have been to this aquarium before, can talk and reflect on trip), additionally, can share what they learned about sustainability with their parents Components Operationalizing 1. Personal Home pet or Chosen Online Pet (photos of each stage of that species life - including personal pet and stage if applicable, drawings of each stage, labeling of each stage, each part, written observations of that animal or taken from Encyclopedia (Wiki) readings)
2. Virtual Pet (Hatchi app) (screenshots, drawings, observations, these are fictional so comparison to real)
3. Class pet - Butterfly life cycle (photos of each stage, drawing of each stage, labeling of each stage, each part, written observations)
4. Field Trip (video, photos, written journal, activities completed)
5. Student narration aspect
6. Virtual Dissections - Butterfly and Frog (screenshots, drawings, observations)
7. Final Reflection (Spoken): "My favorite part of this project was..." Program (main): Glogster Sub: iPhoto, Camera, Email, adobe, Glogster Step 1: Students compilation into a specific folder of their choice on Ipad/Computer Step 2: Students create Glogster Account Step 3: Students import data into Glogster Step 4: Students share glogs with small group Step 5: Share with Family In the Forest: After the Forest: Students see:
1. Redwood Museum
2. Old trees

Students do:
1. Walk through trees
2. Take photo's of each other on iPad's which will be used as Cover Photos in E-Book
3. Email photo to parents
4. Complete activity sheets on iPads which will be put in E-Book
(including "Take a photo of...", "draw...") Class/Homework:
Students will:
1. Collect forest activity materials and photos and put them in their e-books (see final project later on)

2. Label parts of the plant on redwood tree photo.

Homework:
Students will be encouraged to discuss their trip with their parents and share photos Spain TC Group Design and Implementation Our Final Product! Benefits Challenges Benefits Challenges Challenges We're pretty pleased with the design but...

This project is HIGHLY contextualized to the Silicon Valley. It requires a rich (likely private) school (and even though field trips can be done elsewhere, they need to be in locations where such field trips are feasible - NYC okay...), presumes involved parents Students take pictures and label/draw specific parts of the plant as they watch their plant grow. List of tools we will be using:

iBooks author, Glogster, Camera, Youtube, iPhoto, Educational apps/websites, Computer, iPad Provide different animal examples: butterfly, fish/aquatic, and mammals.

Interactive online game that presents life-cycle of a butterfly, bird, and frog.

Link: http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm Use image of each animal to embed labeled parts/activities

Students will be provided worksheets for them to label/match each body part. Technology Used Prezi Images/Worksheets Magnifying Glass: http://www.photosinbox.com/download/magnifying-glass.jpg

Seed:http://www.centerforfoodsafety.org/wpcontent/uploads/2010/11/iStock_000003196400Large.jpg

Turkey Handprint: http://crafts.kaboose.com/framed-handprint-turkey.html

Lion Worksheet:
http://www.learningpage.com/free_pages/galleries/oceans.html

Plant Life Cycle Worksheet:
http://www.education.com/worksheet/article/plant-life-cycle-cards/

Monterrey Bay Aquarium:
http://www.montereybayaquarium.org/lc/teachers_place/edu_program_splashzone.aspx

Animal & Plant Grading Rubric:
http://www.stmarkhouston.org/uploads/AnimalResearchProject.pdf Rationale: Amanda: Professional Context matches her own goals

Hallie: App usage and hardware matches professional interests (particularly, constant interaction and usage) Rationale/Method for Website: 1. Includes multiple introductions to different stages of life cycles.
2. Age appropriate
3. Interactive
4. Individually first, then drawing activity in groups. Each student draws one stage, and describes another. This gives negotiation of meaning. Rationale/Method for Activity: 1. Ss will receive worksheets, and negotiate with partners labels (which are also provided -> gluing them onto a sheet).
2. Additionally, they will write the parts again in a small box under the box where labels belong.
3. Ss will use iPads to take a photo of their completed worksheet and include it ultimately in their portfolios used to make Glogs Rationale: 1. Ss have to take notes during the trip, in order to be able to complete their worksheet and final project.
2. Science related and age group.
3. Activity to be stamped by an adult (either zookeeper/teacher)
4. Have to take photos incorporating technology and have to take video which will be used in Glogster.
5. Additionally, will incorporate worksheets into their portfolio used for glogster.
6. Ss can email instantly parents with photos of their trip (pleasing ultimate customer) 1. Ss have to take notes during the trip, in order to be able to complete their worksheet and final project.
2. Science related and age group.
3. Activity to be stamped by an adult (either zookeeper/teacher)
4. Have to take photos incorporating technology and have to take video which will be used in Glogster.
5. Additionally, will incorporate worksheets into their portfolio used for glogster.
6. Ss can email instantly parents with photos of their trip (pleasing ultimate customer)
7. Worksheets are designed by Monterrey Bay Aquarium and are applicable and have online activities which may this particular aquarium Method/Rationale: Template assigned, but students can select photos and info to insert into Glogster. Template:
http://amandee.edu.glogster.com/student-glogster-animal-template Rationale: 1. S freedom to select animal that matters to them
2. S shows mastery of material by applying what learned about life cycles to a "new" animal
3. Glogster showcases well all the above and allows students to easily create a crisp product
4. Glogster allows sharing, students can view peer glogs and also share with parents 1. Allows for peer and instructor feedback 1. Allows for peer and instructor feedback
2. Allows for negotiation of meaning and developing peer feedback skills 1. Students share their glogs with family members
2. Final product given to teacher for grading Glogster
iPhoto
iBooks author
Camera
Youtube (for video uploading)
Educational apps/websites
Computer
iPad 1. Cultural exchange
2. Experienced CMC challenges/benefits
3. Peer evaluation component useful to building better curricula 1. For scheduling convenience had to be expressed written
2. One chance for evaluation (so, we could not have our peer do multiple evaluations, nor could we do multiple evaluations for him 1. Less time constraint issues than with Spain
2. More knowledge about the specific project requirements Students will be introduced to the parts of the plant life cycle. Example: Seeds 1. Our project was kind of large and thus hard to focus for their particular task.
2. Critique was concerned a bit more with practicality rather than the task itself
3. Age group was harder to address with the particular at home component as a non-k12 focused group
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