Instructional Software Lesson
Software Support Tools
Google Doc Lesson Framework
Google Sheets Lesson Framework
Video Inegration
Integrating Social Media
Game-Based Learning
Instructional Software Lesson

Studying Climate Change

 

Learning Objective(s):

  • Students will describe how climate changes by analyzing weather changes in North America over the past 10 years.
 

Instructional Materials:

  • SMART Board
  • iPads
  • Google Docs
  • YouTube

Software:

Simulation:

Tutorials:

Khan Academy: Biosphere

YouTube (2 videos):

 
 
 
 
 
 
 

Motivation:

1. Teacher will display weather maps from the 2000 and 2010.

2. Teacher prompts students: analyze similarities and differences in the weather maps from 2000 and 2010.

3. Students are given 5 minutes to analyze with pre-assigned table partners.

4. Teacher closes motivation with a group share-out.

 

Modeling of the Skill:

1. Teacher asks students to listen to National Geo Video 2 times and record facts that are related to climate change

Prompt:

  • Why do you believe that climate is changing?
  • What are the causes? Are they human related, how?
  • Is this a global problem? Why?

(Each question is recorded on the SMART Board for student reference)

2. Teacher displays video:

3. Teacher has students share out facts (2 minutes).

4. Teacher begins to model researching using key questions:

  • What is happening to climate?
  • Who or what is causing the climate change?
  • What are the effects of climate change?
  • When has the climate change been happening or for how long?
  • How could we begin to solve the climate change it possible?

5. Teacher utilizes NOAA Application for Climate Change to analyze average annual temperatures, rainfall, drought information, air pressure patterns, sea temperatures on the coastlines, and severe storm warnings data for Europe between 2000-2010.

6. Teacher identifies solar flow of energy that effect these changes, I.E Suns effects on sea temperatures cause weather pattern changes.

7. Teacher creates a graphic organizer for climatic events and their causes/effects due to solar flow into GoogleDocs.

 

Practice and Application

1. Students utilize the researching key questions within group using Climate Date by researching NOAA Application for North America.

2. Students identify average temperatures, rainfall, drought information, air pressure patterns, sea temperatures on coastlines and sever storm warnings between 2000-2010.

3. Students analyze patterns and trends that are related to solar flow of energy that effect changes in North American Climate. Using their iPads to access the Earth Now Application.

4. Students complete graphic organizer with information collected and completes graphic organizers to record causes and effects for climatic events into Google Docs.

 

Assessment

1. Students will exchange work with groups and will be given 10 minutes to compare work.

2. As an exit ticket, students are to write down and answer:

  • Is climate change a problem?
  • Could we find a solution and implement a real solution?
 

Out of Classroom Extension:

  • Teacher will give students an assignment to review Khan Academy:Biosphere and complete at home the lesson and practice. Student will come to class with a screenshot of their quiz results from Khan Academy. (They may utilize their mobile phone for this assignment.)
Software Support Tools

The use of software support tools in the classroom as a part of instruction opens the door to allow the teacher to expand their lessons in ways that transcend the use of traditional technology. These resources can be found in five different categories: Materials Generators, Data Collection, and Analysis Tools, Testing and Grading Tools, Planning and Organizing Tools, and Research and Reference Tools. These software tools can be used in the classroom to provide a classroom environment that encourages critical thinking and problem-solving skills.

 

 

Testing and Grading Tools

Quizlet

What is it?

Is a tool that allows you to use content create by others to study a specific topic. Or you can create your own content and share with classmates.

Relative Advantage:

Quizlet allows students to collaborate with one another over course content. The content is accessible over any device and in any location where internet is accessible.

How will I use it?

Give this tool to students as an option to test their own knowledge of various topics regarding science throughout the course.

Rubistar

What is it?

An application to assist teachers on making Rubrics to grade student's assignments.

Relative Advantage:

Guides teachers in creating rubrics for student assessment of assignments. It provides students with more detailed feedback and helps faculty save time when creating the actual rubric.

How will I use it?

This tool will be used to create rubrics that will be used to assess student assignments.

Data Collection and Analysis Tools

Google Forms

What is it?

Forms is an application from the Google Apps for Education suite. It is used to create questionnaires and quizzes. The information submitted by the user has the option of being collected into a Google Sheet.

Relative Advantage:

This tool can be accessed from any device and in any location where internet is available. It can also be accessed via mobile device using cellular data or when in offline mode. It allows students to collaboratively gather data for analysis later on.

How will I use it?

This tool will be used by students to collect data while out in the field testing organisms. They will be given a link to a premade form. They will be required to answer the questions based on their findings.

Google Sheets

What is it?

Sheets is an application from the Google Apps for Education suite. It works alongside with Google Forms to help organize data.

Relative Advantage:

This tool can be accessed from any device and in any location where internet is available. It can also be accessed via mobile device using cellular data or when in offline mode. Students can collaboratively view and analyze the data that has been collected.

How will I use it?

It will be used to organize and filter the data collected by using Google Forms. The data being analyzed will be collected using the previous tool. Students will be able to filter through their organism’s data and compare it with other student’s data.

Research and Reference Tools

Google Scholar

What is it?

Allows students to search for scholarly articles across all disciplines.

Relative Advantage:

Helps students save time when doing research and looking for scholarly articles. Trains the students on what a reliable source is when they are browsing the internet.

How will I use it?

This will be used by students when being asked to research various topics in climate change.


Khan Academy

What is it?

Khan Academy is a video streaming service. They have collections of lessons with video tutorials and assessments.

Relative Advantage:

Khan Academy lessons can be assigned for completion in class or for homework. It can also be used as a reinforcement tool for students that need help outside of class.


As with most video streaming tools it can be accessed from any device and in any location where internet is available.

How will I use it?

Students will be asked to learn about various topics on their own by completing several lessons in Khan Academy. The lessons they will need to complete will involve climate change and weather patterns.

Material Generator

Google Sites

What is it?

This is a web page / wiki creation tool that’s part of the Google Apps for Education Suite.

Relative Advantage:

It allows students to be creative when designing their sites. Google Sites is very intuitive and integrates with the students Google Apps account. This allows them to easily access any documents they are working on for the course. A student can easily embed any course documents from their Google Drive. All of these tools can be easily accessed with most devices and from any place where internet is available.

How will I use it?

Students will be asked to use Google Sites to keep a cumulative record of all the assignments completed in the course. This will include embedding the data found using Google Sheets, the badges earned while taking the climate change courses from Khan Academy and list resources found while researching climate change in Google Scholar.

Bookcreator

What is it?

Students can create their own book that allows them to be creative by uploading original artwork, selecting fonts and embedding media.

Relative Advantage:

It will engage students more by allowing them to be creative and use original artwork along with other types of engaging materials online. It can be accessed with any type of device and edited from home or in the class.

How will I use it?

Students will be asked to create a book, in groups, on the life cycle of a star.

Planning and Organizing Tools

Google Calendar

What is it?
A tool that is part of Google Apps for Education. It is used to set reminders and send invites to different events.

Relative Advantage:

It sends students reminders of when assignments are due so there is no excuse for missing deadlines. It’s also accessible through mobile devices and will send notifications to the student’s phone.

How will I use it?
Will be used to post assignment deadlines for homework and class projects. Also to keep track of weekly visits to on site areas where they will gather data on assigned organisms.

Announcements in LMS (Moodle)

What is it?

This is a tool used in Moodle to communicate with students. It allows a teacher to create a new thread and attached documents if desired. The message will then be sent to the student’s institutional email.

Relative Advantage:

It provides an easy way for the teacher to communicate with their students. The announcements stay posted in the announcement area on Moodle so student can refer back if needed.

How will I use it?

To notify students about class cancellations and assignment updates throughout the semester.

 

Google Doc Lesson Framework

Description:

 

An experiment to see if pill bugs can inhabit environments with reddish colored dirt. In this experiment you will test to see if pill bugs prefer a neutral environment or a red one.

 

Goal

 

The goal of this experiment is to determine whether or not the hypothesis is true.

Hypothesis: If one side of the container is red and the other is a neutral white, and both are wet, then the pill bugs will be more attracted to the white paper because they are more used to neutral colors and they have already acclimated to it as an environment.

 

Materials

 
  • Red Food coloring
  • Filter paper (2)
  • 10 Pill Bugs
  • Water
  • Choice Chamber
  • iPad
  • Animal Behavior Google Doc
 

Procedure:

 
  1. Collect your choice chamber and line both sides with filter paper, wetting both lightly.
  2. With the red food coloring, color one chamber’s filter paper.
  3. Place 5 pill bugs on each side of the choice chamber and observe their numbers every minute for 10 minutes. Record any additional observations about the pill bug’s behavior.
  4. After ten minutes remove the pill bugs and return them to their stock culture. Dispose of the used filter paper and clean the choice chamber and return it to your teacher.
  5. Graph your data and make conclusions based off of your observations.
 

Complex Concepts Students Will Understand Through Using a Shared Document:

 
  • How to work collaboratively using a Google Doc
  • How to work collaboratively in a lab setting
  • How to share and compare their results with one another
  • To observe a variety of animal behaviors, learned and innate.
 

How this will ask learners to collaborate using a Shared Doc.

 

Students will be assigned a group, each group will have two students. The group will be asked to work in the same Google Document and each student will have their own separate iPad. One student will record the times and data the other student will write out the findings in the “notes” section of the doc. Since they will need to record data every 30 seconds you will need two people to quickly record the findings and observations.

When all groups are finished they will be asked to share their Google documents with the rest of the groups so the results can be talked about in class as a whole.

 

Animal Behavioral Worksheet

Google Sheets Lesson Framework

Turtleback Zoo Animal Behavior Study

 

In this spreadsheet activity, biology students will be compiling data from a field trip to the Turtleback Zoo. Students will be tasked to track the movement of prairie dogs in a sample of animal behavior observation techniques. Each student will use focal-animal surveying techniques to collect data on one animal, the class data will be compiled to provide a picture of the activity of the entire enclosure.

 

Goals

 

After completing this lesson, students will be able to:

  • Identify how activity prairie dogs are over time.
  • Record data from a focal-animal survey by hand.
  • Type that data into a spreadsheet.
  • Compile class wide data to draw conclusions.
  • Create a pie chart directly in the spreadsheet using the data.
 

Complex concepts students will understand after using the spreadsheet:

 
  • How to collect ethogram data.
  • The differences between a small sample size and a large sample size.
  • Why it is important to carefully type results into a spreadsheet.
  • How ethogram data can be used to create graphs and charts.
  • How animal behaviorists use data to draw conclusions about species behavior.
 

Description of the data that will be used:

 

Each student will have to follow a prairie dog’s movements every 30 seconds for 5 minutes. The class will compile their data into a spreadsheet so that we can get information on the entire population movements.

 

Spreadsheet Columns and Headings:

 

Column Headings will help identify the movement of the animal. There will also be a notes section in the last column for students to add any additional information that's observed.

Row headings: These are intervals of 30 seconds

 

How this supports Higher Ed Science Learning

 

This provides science students with real-time practice running an ethogram. It allows them to understand how animal behaviorists collect data on species in the wild or captivity to identify new or existing behavioral patterns. This also shows students the importance of collaboration between multiple researchers to obtain optimal data.

 

Link to Spreadsheet

Video Inegration

Astronomy 101

Introduction:

This lesson is designed to give student s a brief overview of our Solar System, Galaxy and Universe. In the first part of this lesson, students will be focused on Earth in great detail. Then they will be asked to venture out further to learn more about the neighboring planets and just how small we are compared to the rest of the Universe.

Grade Level: Higher Ed

Objectives:

  • Understand how the rotation of the earth causes day and night.
  • Understand the positioning of the sun and how it affects our seasons.
  • Calculate the angles of elevation of the sun.
  • State the different phases of the moon and how the affect tides on Earth.
  • Understand the sizes of all the planets in our solar system.
  • Describe the makeup of each planet, how many moons and how distance from the sun affects temperature.

Relative Advantage:

Using video will cover two types of learners, those that learn through audio and those that learn visually. Video also gives students the option to stop and take notes without missing any key information. If they miss something they can rewind the video and rewatch as many times as needed.

Timeline: 3 classes (1 week)

Materials:

iPads or laptops

Class 1:

Day and Night and Earth’s Rotation

Path of the Sun in the Daytime Sky

Angles of Elevation of the Sun

Phases of the Moon

Solar Eclipse

Class 2:

Planet Earth Compared to…

The Inner Planets

Jovian Planets

Pluto 101

Class 3:

Explore the Milky Way Galaxy

Grouping Strategies:

Students will break up into eight groups. Each group will have either an iPad or laptop to research an assigned planet in our solar system.

Learning Activities:

In groups students will answer the following questions about their planet:

  1. What is the distance from the sun?
  2. Length of year in days?
  3. Planet Type?
  4. Radius?
  5. Distance from the sun?
  6. How many moons?
  7. Orbital distance?
  8. Rings?

Students will be asked to put all of the information in a Google Doc. Along with the answers to the questions they will need to provide at least three photos and one video related to their planet. They are required to write a one page summary about their assigned planet, including at least two APA cited sources.

Assessment:

  • At the end of class 3 students will take the following quiz on Quizet.
  • https://quizlet.com/44993765/test
  • Students will be asked to submit a screenshot of their results via the LMS, Moodle once they are finished.

 

Adaptations for Learners with Special Needs:

Since this lesson is mainly video based, assure that all of the videos include subtitles for students that may have difficulty hearing. Or the appropriate language subtitles for ELL students.

References:

  1. (2018, September 12). Addressing ELLs Language Learning and Special Education Needs: Questions and Considerations. Retrieved from http://www.colorincolorado.org/article/addressing-ells-language-learning-and-special-education-needs-questions-and-considerations

 

Petersen, C. C. (n.d.). Astronomy 101: Getting to Know the Universe. Retrieved from https://www.thoughtco.com/astronomy-101-3071080

Integrating Social Media

These learning activities will focus on how students and teachers can use social media in the classroom to enhance and extend learning, collaborate with each other and members of the science community, and provide an endless array of resources.

 
 

Learning Objectives

 
  • Students will create Wordpress accounts to showcase their understanding of weekly lectures.
  • Students will research and locate reliable sources online to include in their blogs posts.
  • Students will be able to collaborate with classmates, teachers, and professional in the science community.
  • Students will be able to create constructive posts and feedback to peers regarding the human impacts on global climate change.
  • Students will engage with classmates and the teacher through asynchronous learning by using the class hashtag on Twitter.
  • Students will learn how to verbally communicate their thoughts regarding the topic by responding to the teacher using flipgrid.
 

Learning Activity

This learning activity will incorporate several different uses of social media to observe and research human impact on global climate change. Students will integrate three social media platforms to start a blog focused on how human impact contributes to global climate change.

 

Step 1 - Blogging

 
 

Students will be required to keep a blog during the first three weeks of class on the topic of Climate Change. This will showcase their knowledge about the topic and allow them to continue the blog after the assignment if they wish. With each blog post, students are to include at least on a reliable source. Students will be required to use WordPress for their blogging. They can create a free account at wordpress.org

 

Step 2 - Tweeting and RSS Feed

 

Students will be required to live tweet comments and questions during each class for the first three weeks. They are to ask questions and engage with each other regarding the topic, climate change which will be discussed in the first three weeks of class. All tweets must use #drewclimate and embed the RSS feed from this hashtag into their WordPress blogs. After class, the teacher will read through and comment or answer any questions that came up during class.

Students will be required to make a separate Twitter account from their personal Twitter account using their school email address.

 
 

Step 3 - Integrating FlipGrid with Twitter

 

After reading through the Twitter RSS feed the teacher will pull out any key points or questions asked during class. These points and questions will be used by the teacher to create a flipgrid. This Flipgrid will be linked or embedded within the courses Moodle Site. Each student is required to post at least response to any topics or questions posted by the teacher using flipgrid.

Students will need the following code to access the flipgrid:

Game-Based Learning

About the Game

 

Students will be assigned to a lab group prior to logging into Minecraft. Once students log into the game they will be instructed, in game, by the teacher to report to their assigned lab rooms. Before the hands on work begins the teacher will ask a serious of questions regarding circuitry. The two main types of circuits that will be covered in this lesson are Series and Parallel circuits. Once the teacher is finished asking questions about these two types of circuits. The groups will then be tasked with having to build both types of circuits in their lab rooms. Students will need to work collaboratively in their groups to complete the task. The first group that finishes their circuits correctly wins the competition. The teacher will have the capability to monitor the progress of each group by using commands in game.

 

Materials

 

This game was created using Java Minecraft edition for PC/Mac.

Essentials Plugin - this was installed and configured within the server to give basic functions to teachers and students within the platform. This plugin allowed me to change the names of the players in game to better identify students and teacher. This was also used to configure the welcome message for students.

World Edit Plugin- This was installed so I could quickly build the lab environment for the students.

Worldguard Plugin- This was used to create a protection so students could not accidentally break any blocks in the lab and fall through the environment created.

Computer and laptop will need to be provided for each student.

 

Accessing the Gam

 

Students will need to connect to the game using multiplayer mode from their Minecraft game.

 

Once students are in multiplayer mode they will need to click on the button that says “direct connect” and input the following IP address: vanilla.anv17.com and click “join server”. Once students join the server they will see further instructions.

 

Example of Using Circuits Lesson in Minecraft