Internet Resources.doc

INTERNET RESOURCES for MATH AND SCIENCE EDUCATORS

(1) Bookmarks for Science and Math Resources on the Web: Develop a set of web bookmarks for sites that are useful to you in the teaching your specialization within mathematics or science.

• Paste your bookmarks as active links in the appropriate folders on the newgroup. In the message section, include a brief description of the resource

• Include screen shots of your contributions to the newsgroup here.

(2) Science and Math Software on the Internet. Download mathematics and science software directly onto your disk. Eject your disk before attempting to run any of the software. Re-insert the disk and allow the virus checking program to scan it for viruses.

• Paste your bookmarks as active links in the appropriate folders on the newgroup. In the message section, include a brief description of the software

• Include screen shots of your contributions to the newsgroup here.

(3) Science & Math Lesson Plans and State Content Standards: (a) Identify one of the California State Content Standards that you wish to teach in your math or science class. Paste the standard in the space below. (b) On the Internet, find a set of math or science lesson plans that you can be used to teach to this standard. Paste the lesson plans below with a brief description of how they may be used to meet the standards.

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1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells

Unit SummaryIn this unit, students explore the vast array and function of cells in plant, animal, and single-celled organisms, and distinguish between prokaryotic and eukaryotic cells. They investigate how cells are differentiated for special functions, and learn the chemical processes through which cells support life. Students also examine disease processes down to the cellular level, study current disease research, and consider the ethical ramifications of the newest cell biology investigations.

Curriculum Framing Questions Essential QuestionWhat makes something "alive?"Unit QuestionsWhat can cells tell us about life?Where is cell biology research headed? Sample Content QuestionsHow do prokaryotic and eukaryotic cells cells differ? How do cells work together to form functioning tissue?

Instructional ProceduresEngage, brainstorm, and assess knowledge through brief activitiesDay 1

1. Introduce the topic of cell biology with this warm up (oral or written): The word "cell" is used in many different contexts. How many can you think of? Now, consider the different uses of the word "cell", and based on your knowledge of the biological definition of cells, what does the word "cell" mean? (Answers may relate to "compartmentalization" or "holding separate", with examples such as a jail cell, monk's cell, terrorist cell, fuel cell, cell battery, or cellular phone.)

2. Hold a class discussion and elicit questions on the subject of cells. The questions can be organized by topic and summarized in a Cell-to-Cell slideshow. These student-generated questions serve as the basis for some of the later discussion and research.

3. Present a Cell-to-Cell Syllabus handout, and discuss unit expectations.

4. Divide the class into groups of three. Each group chooses two or three questions to research and present to the class the next day. A variety of print and electronic resources should be made available for this.

Day 2

1. Present group research on basic questions about cells.

2. Summarize student findings, and make clarifications and additions as needed.

Day 3

1. In advance of this lesson, gather pictorial representations of the different cell types. Introduce the basic differences between plant cells and animal cells. (Plant cells have cell walls, chloroplasts containing chlorophyll, other plastids that help store food, and a large vacuole. Animal cells have no cell walls and their shape is less regular. Most animal cells have numerous small vacuoles that help in their storage of nutrients and waste products.)

Introduce the differences between prokaryotic cells (such as bacteria, with no organized nucleus) and eukaryotic cells (most plant and animal cells, having an organized nucleus). This Online tutorial* offers an explanation of prokaryotes, eukaryotes, and viruses.

Project images of slide cell samples. Help students discriminate between plant and animal cells, prokaryotic and eukaryotic cells.

2. After discussion, assign a two minute paper where students summarize the distinctions between plant and animal cells, and prokaryotic and eukaryotic cells. A homework assignment could include labeling diagrams of

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Lesson Plan

these cells.

3. Continue introducing other distinctive cell types, such as gametes and nerve cells.

Small activities to increase knowledge of basic cell biology and to measure progressDays 4, 5 and 6

1. Begin each session with a "question of the day" discussion, using the students' Cell-to-Cell slideshow questions or daily science reports from newspapers (i.e., New York Times Online*), or magazines (Scientific American online* or Discover online*). Encourage thinking on different levels: evaluative, explanatory, opinion, historical context and ethics.

2. Have students view a Cell camera* (to learn about the size of cells, the structure of plant, animal and bacterial cells; to see interactive animations of cell cycles, and view cell division in cancer cells and bacteria), and an Online tutorial* (to learn about the cell cycle and the processes of mitosis and meiosis, and an explanation of prokaryotes, eukaryotes, and viruses).

3. Consider using parts of an on-line tutorial: Microscopes, Cells, DNA, and You* --A series of lesson on these topics.

4. Check knowledge of cell structure and function with a Cells Alive Online Quiz*.

5. Distribute a quiz covering the content addressed to date. Students may work cooperatively to complete this.

Investigation and Presentations -- Assignment #1 OrganellesDay 7, 8, 9

1. Divide class into work teams. Assign each group one or two of the following cell organelles to study: mitochondria, nucleus, cell membrane and cell wall, endoplasmic reticulum and ribosomes, golgi apparatus and lysosomes, cytoplasm and cytoskeleton, or vacuoles. A great resource for students is the New Mexico State University Structure and Function in Cell Biology Web site*.

Have students study the assigned cell part Using this Checksheet: assignments 1 and 2 as a guide, and prepare a presentation for the class. Each presentation should address five questions:

In what type of cell is your organelle found? What is the organelle's composition or structure? (a diagram may be helpful)What is your organelle's function and why is it important?

What are the mechanisms of this function? How is it regulated?

What would happen if a cell didn't have this organelle?

2. Give students 2 days to research their organelle and develop a presentation. Let each group decide on the type of presentation; it may include a slideshow, multimedia presentation, brochure, report, skit, 3-dimensional model, or a combination of these.

On the third day, schedule group reports, and, as they listen to presentations, have students complete this Cell Structure and Function Chart .

Investigation and Presentation - Assignment #2Days 10, 11, 12

1. Brainstorm a list of medical conditions and illnesses (i.e., common cold, HIV, cystic fibrosis), and have groups choose different ones to study. Following the criteria listed on Checksheet: assignments 1 and 2, they investigate the health problem, and attempt to trace the disease process to the cellular level. Each group completes a diagram showing how the expression of the disease occurs through infection, genetic, or environmental causes. They study current research relating to the disease, and synthesize their findings in a news article. Finally, each member writes an essay expressing personal beliefs about ethical questions that arose during their study. These parts are combined in a presentation, and are reported in a newsletter.

2. Hold a class symposium with each team presenting its research and moderating a class discussion.

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Prerequisite Skills

Basic knowledge of human systems (vascular, skeletal, digestive, etc.)Basic computer and research skills

Differentiated Instruction

Resource StudentAccommodate students through the following activities:

  — Assign specific, more precise tasks in team productions, focusing on individual strengths of the student -- i.e. drawing for the newsletter, modeling of a cell, acting as moderator for symposium

  — Provide a checklist that breaks individual tasks down into component parts

  — Allow additional time for completing assignments and working on online tutorials

  — Allow student to complete exams orally

Gifted StudentEnhance independent study through the following activities

  — Students act as the news herald for the class, keeping a log of breaking science news and synthesizing the content for the class.

  — Interview experts on-line or in person.

  — Log of daily science news articles and debate any controversy (NY Times) where students reflect upon course-related materials they have read.

— Assign a specific technology to investigate and report. For example, student could study this scanning electron microscope site* and present the subject to the class in a mini lesson. They could also study and compare other technologies that are revolutionizing the study of life science and medicine, such as transmission electron microscopes, acoustic microscopes, scanning tunneling microscopes, magnetic resonance and other imaging technologies, computerized axial tomography and ultrasound.

English Language Learner (ELL)

  — Ask the ESOL support teacher to help students develop a glossary of terms in both English and their native language.

  — Enlist the help of bilingual students to help with translation and interpretation of concepts.

  — Allow for visual representations to reduce the language load.

  — Write vocabulary terms on a chart as they are introduced.

  — Allow students to write in their native language for later translation.

AssessmentYou may assess student achievement using a variety of assessment tools:

1. Overall assessment based on tests, teacher observation, participation, and journal entries: Project Rubric

2. Assessment of newsletter: Newsletter Assessment

3. Assessment of cells presentation: Cells Presentation Assessment

CreditsJosh Eason participated in the Intel® Teach to the Future program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.

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These lessons are very comprehensive and provide a constructivist approach to studying the cell. These lessons allow students to approach learning about cells from so many different angles. I like that these lessons bring in current events and side research to really hit all of the subtopics for this standard.

(4) Science & Math Video Resources: Locate a science or mathematics video resource (e.g. Square 1, Newton's Apple, Bill Nye the Science Guy, NOVA, etc.) Download a lesson plan to accompany a video resource that you could use in your classroom. Include information on how the video may be acquired.

Preview the video resource and comment on the usefulness of the program and the lesson plan/study guide for your discipline.

Include a screen capture of the dichotomous key that you develop as part of the assignment. (use organization chart; Inspiration, or similar software)

The video “Darwin’s Dangerous Ideas”, part of PBS’s series Evolution, chronicles Darwin’s life and his theories. I have used this video for the last few years and I find that it helps the students see Darwin as a real person rather than just some guy in their text books. The lesson plans provided by PBS are excellent. We could probably spend two weeks watching the video and completing the activities, however, due to the massive state standards, we only have about two days to spend on Darwin and natural selection!

Link to video purchase:http://www.pbs.org/wgbh/evolution/shop/index.html

Link to Lesson Plan:http://www.pbs.org/wgbh/evolution/educators/teachstuds/pdf/unit2.pdf

(5) Literature Search: Use an electronic library resource such as ERIC to locate articles that deal with the teaching of a specific concept in your discipline (for example, "ecology is too broad", while "greenhouse effect" is sufficiently specific. (A) Identify the concept, and (b) include a printout of the abstracts of THREE or more articles.

a) Photosynthesisb) ABSTRACTS

ERIC_NO: ED459075 TITLE: An Analysis of Students' Misconceptions Concerning Photosynthesis and Respiration in Plants. AUTHOR: Capa, Yesim; Yildirim, Ali; Ozden, M. Yasar PUBLICATION_DATE: 2001 ABSTRACT: The aims of this study were to diagnose students' misconceptions concerning photosynthesis and respiration in plants, and to investigate reasons behind these misconceptions. The subjects were 45 ninth grade high school students and 11 high school teachers. Data were collected by interview technique. All of the interviews were audiotaped and transcribed verbatim by the researcher. Misconceptions were analyzed under the headings of plant nutrition, role of water in plants, role of leaves in plants, gas exchange, energy transformation, the

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definition and the importance of photosynthesis, role of light in photosynthesis, respiration in plants, and the relationship between photosynthesis and respiration in plants. Findings indicated that many students have misconceptions about photosynthesis and respiration in plants. These misconceptions were found to be generally based on social practices and school experiences involving students' learning styles and instruction. (Contains 15 references.) (Author/YDS) MAJOR_DESCRIPTORS: Biology; Misconceptions; Plants (Botany); MINOR DESCRIPTORS: Concept Formation; Foreign Countries; High Schools; Photosynthesis; Science Education; IDENTIFIERS: Turkey PUBLICATION_TYPE: 143; 150 PAGE: 39 CLEARINGHOUSE_NO: SE065458 EDRS_PRICE: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. LEVEL: 2 LANGUAGE: English GEOGRAPHIC_SOURCE: U.S.; Ohio NOTE: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (St. Louis, MO, March 25-28, 2001). ERIC_ISSUE: RIEAPR2002

ERIC_NO: ED319635 TITLE: Detailed Analysis of Misconceptions as a Basis for Developing Remedial Instruction: The Case of Photosynthesis. AUTHOR: Amir, Ruth; Tamir, Pinchas PUBLICATION_DATE: 1990 ABSTRACT: A great number of misconceptions in diverse subject areas as well as across age levels have been documented and described. Photosynthesis is one of the more intensively studied areas in biology. The purpose of this research was to carefully select and define misconceptions about photosynthesis needing remedial efforts. To achieve this, a specially designed paper-and-pencil test was administered to 285 students in grades 11 and 12 who had previously completed a study of photosynthesis just prior to the test. Analyzed in this paper were the results of the limiting factor activities, and items which tested the concept of the relationship between photosynthesis and respiration. It was found that even though these students were familiar with the concept of limiting factors, they had trouble applying it in everyday life; the students' understanding of the latter concept was as a gas exchange rather than as a biochemical process. Recommendations for the production of remedial materials are provided. A list of 21 references is included. (CW) MAJOR_DESCRIPTORS: Biology; Cognitive Development; Misconceptions; Photosynthesis; Remedial Instruction; Secondary School Science; MINOR DESCRIPTORS: Biochemistry; Cognitive Structures; Grade 11; Grade 12; Process Education; Science Education; Scientific Concepts; Secondary Education; PUBLICATION_TYPE: 143; 150 PAGE: 18; 1 CLEARINGHOUSE_NO: SE051481 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 AUDIENCE: Researchers

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LANGUAGE: English GEOGRAPHIC_SOURCE: Israel NOTE: 18p.; Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).

ERIC_NO: ED283713 TITLE: Evaluating Secondary Students' Misconceptions of Photosynthesis and Respiration in Plants Using a Two-Tier Diagnostic Instrument. AUTHOR: Treagust, David F.; Haslam, Filocha PUBLICATION_DATE: 1986 ABSTRACT: Based on the premise that multiple choice tests can be used as diagnostic tools for teachers in identifying and remedying student misconceptions, this study focused on the development of an instrument for diagnosing secondary students' understanding of photosynthesis and respiration. Information is presented on: (1) procedures of development of the two-tier instrument for assessing students' understandings of photosynthesis and respiration in plants; (2) test results based on administration to students of secondary schools from Perth, Western Australia; and (3) application possibilities for teachers in a classroom setting. Propositional statements representing the knowledge required to comprehend the mechanisms of photosynthesis and respiration are listed and sample questions from the instrument are included. Also identified are representative students' misconceptions from a series of pilot studies on photosynthesis and respiration in plants. (ML) MAJOR_DESCRIPTORS: Misconceptions; Photosynthesis; Science Instruction; Science Tests; Secondary School Science; Test Construction; MINOR DESCRIPTORS: Biology; Cognitive Processes; Concept Teaching; Diagnostic Tests; Foreign Countries; Multiple Choice Tests; Science Education; Secondary Education; IDENTIFIERS: Australia (Western Australia); *Science Education Research PUBLICATION_TYPE: 143; 160; 150 PAGE: 25; 1 CLEARINGHOUSE_NO: SE048248 EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage. LEVEL: 1 AUDIENCE: Practitioners LANGUAGE: English GEOGRAPHIC_SOURCE: Australia; Western Australia NOTE: 25p.; Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (59th, San Francisco, CA, March 28-31, 1986).

(6) Professional Associations: Find TWO of the following• Obtain information on the next local meeting of a prominent professional

organization in your discipline (NSTA, NABT, NCTM, etc.)• Requirements for certification by your professional organization , California, or

another state• Guidelines for manuscript submission to your professional organization's journal.

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I was unable to locate any local workshops or meetings for the NABT, however, I did locate two online courses offered through the NABT this fall. The NABT’s annual conference will be held in Chicago this year. The CSTA will have their annual conference in San Jose this year and in Palm Springs next year. Below is a screen shot describing one of the online courses offered by NABT:

Following are the guidelines for submitting a manuscript to the NABT:

from: http://www.nabt.org/sup/publications/guidelines.asp

Manuscript Selection Criteria

1. Information in the manuscript must be useful to biology teachers at the elementary/ middle school, high school, or introductory college levels.

2. The manuscript must contain original material that has not been published elsewhere.

3. The manuscript should be organized logically and coherently; the writing style should be clear.

4. Illustrations, such as photographs, line drawings, graphs, and tables, should be included with any manuscript to which they add clarity or increase reader interest. See Preparing Figure Artwork.

5. Limit manuscripts to 4,000 words (or 16 typewritten, double-spaced pages), including references and excluding illustrations. We usually prefer short, concisely written articles.

6. Format specifications should be followed carefully (see below).

7. Manuscripts should align with the National Science Education Standards and their focus on inquiry-based learning.

Format

The title of your manuscript should be a descriptive but concise invitation to read further.

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A good introductory paragraph captures the reader’s attention (and that of the manuscript reviewers as well). Your introduction should highlight the major points you intend to make in subsequent paragraphs. Please include a 50-word abstract of your article for our Web site listing.

Not all articles in ABT contain subheads, but it is helpful to include them in any manuscript longer than five pages. Whether or not your subheads are used, they will be helpful to you, to our reviewers, and to our editorial staff in evaluating the organization of materials. Like titles, subheads act as labels and as invitations to read further.

For the text body of the manuscript, do not use tabs or another type of formatting, other than proper capitalization and punctuation, and italics. For more information, see Manuscript Requirements below.

Most articles need formal conclusions. The context of this section will depend on the topic of the article. In many cases, suggestions for implementing ideas are more useful than summaries.

List references in alphabetical order at the end of your article on a separate page. References must be complete and in ABT style. The following examples illustrate ABT’s style format:

(7) Preparing Students Standardized Math and Science Tests: Locate any TWO of the following. Specify the (a) resource you found, (b) the URL, and (c) a screen shot of a sample question.

Advanced Placement Exams in Chemistry, Physics, Environmental Science, Calculus, or Computer Science.

National Olympiad Exams in Chemistry, Mathematics, Biology, or Physics Professional Exams: GRE, SSAT or Praxis questions in Mathematics or any of the

Sciences Academic Decathlon questions in Math or Science Scholastic Aptitude Test (SAT), Stanford Achievement Test, or Iowa Test Questions

in Math or Science

a) The College Board website was one of the most useful websites to me for teaching AP Biology. My students and I would have never gotten through the year as well as we did without our reliance on APCentral. I have included a screen shoe of the 2004 free response questions which can be accessed through the following link.b) http://www.apcentral.collegeboard.com/members/article/1,3046,152-171-0-1996,00.html#name04c)

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a) The College Board also provides sample SAT questions for the math portion of the SAT I.b) http://www.collegeboard.com/student/testing/sat/prep_one/multi_choice/prac/prac01.html

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c)

(8) Locating Resources for Teaching Mathematics or Science: Locate any FOUR of the following. For each, specify the (a) resource you found, (b) the URL, (c) a brief description of the resource and its value, and (d) a sample screen shot of the resource.

Mathematics Timeline Multicultural Resources: Mathematicians or Scientists of various ethnicities and

cultures TI-CBL Calculator-based laboratory experiments in physics, chemistry, biology or

geoscience. A sample program for the TI graphing calculator Dynamic Periodic Table of the Elements Clip Art for science or mathematics Chemical calculator (yields, percent composition, etc.) MSDS (Material Safety Data Sheet) for metallic sodium High School Laboratory safety regulations List of Root words for your discipline

a) Eric Weisstein’s World of Scientific Biography

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b) http://scienceworld.wolfram.com/biography/topics/Nationality.html c) This website allows you to sort scientific biographies by nationality, gender, field

of study, prize winners, etc. The biographies provided are very brief, but this site would be useful for students to quickly see a variety of scientists and to narrow down their selection for projects.

d)

a) CBL on Access Excellence: Breathing: Germinating Peas vs. Earthworms

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b) http://www.accessexcellence.org/LC/TE/PW/EXP/CBRESP/cbpproc.htmlc) This link provides the procedures for conducting a comparison lab of cellular respiration in peas vs. earthworms. This lab is the same as the AP Biology cellular respiration lab but with earthworms to compare the pea results against. I think that would be a great addition to the AP lab. This lab does not require the use of the CBL, you can do it the old fashioned way with pipettes, which I think are more effective for getting the point across that oxygen is being consumed by the peas/earthworms.d)

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a) Free clipartb) http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=Science/Biology/Bacteriac) This website contains a wide variety of scientific clipart. The images are well categorized and all in black and white. I prefer black and white images because I do not have a data projector, so anything I use I must be able to photocopy. Since photos do not photocopy well, I tend to look for line drawings or black and white diagrams.) d)

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a) Science Root Wordsb) http://lchsbiology.tripod.com/science_root_words.htmc) This website contains a comprehensive list of root words for science. The list is broad enough to be useful in an AP course.d)

(9) Acquiring Equipment for Teaching Mathematics or Science: Locate TWO of the following and specify the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a sample screen shot of the resource.

Source of free materials (posters, videos, etc.) for teaching your subject Determine the cost of a piece of laboratory or teaching equipment you need from a

on-line vendor such as Fisher, Carolina, Flinn, Delta, Pasco, Edmund etc.

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a) inexpensive digital scalesb) http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&category=11814&item=3839528041&rd=1c) I searched ebay for digital scales. I found one lab grade scale for $69.95 plus $15.95 S&H. The last scales we bought through WARDS were about $250 and our students stole them to weigh drugs with! We need new scales and this seems like a great way to get them.d)

a) digital scales from Carolina Biological Supplyb) https://www2.carolina.com/webapp/wcs/stores/servlet/ProductDisplay?jdeAddressId=&catalogId=10101&storeId=10151&productId=48519&langId=-1&parent_category_rn=13603|13614|11977|13306|13321c) I found electronic scales on Carolina’s website for only $100. This is much less than we paid through WARDS.d)

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(10) Identifying Enrichment Opportunities: Locate TWO of the following and specify the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a sample screen shot of the resource.

Sample research ideas for a secondary school science or math fair. Obtain a list of rules for science/math fair entries Obtain information on a local, statewide or national math or science competition (e.g.

Westinghouse Science Talent Search). College Scholarships for students who excel in your subject Special Competitions for students who excel in your subject Summer Math/Science Programs (e.g. Johns Hopkins programs for the gifted,

California Museum of Science and Industry programs, etc.)

a) list of science fair ideasb) http://www.cdli.ca/sciencefairs/biology.html c) This website is one I have used for the past three years to help students come up

with ideas for their science fair projects. I like the ideas because they are sorted by grade level and subject matter.

d)

a) rules for LA County Science Fairb) http://www.lacoe.edu/orgs/248/index.cfm?ModuleId=11

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c) This LACOE website provides links to access .pdf files of the judges handbook and a handbook for students and teachers listing all of the rules and regulations for entry in the science fair.

d)

(11) Obtaining Recent Information to Integrate Into Your Curriculum: Locate TWO of the following and specify the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a sample screen shot of the resource.

Locate a current event from an on-line newspaper or magazine that directly relates to your curriculum.

Objectives for the upcoming Space Shuttle Launch The most recently discovered primer number (please print in exponential notation...

Don't print out the entire number!) Total daylight hours (Sunrise to Sunset) for today as well as the total daylight hours

at the spring equinox, summer solstice, fall equinox, and winter solstice for Anchorage AK, Seattle WA, Los Angeles CA.)

A satellite photograph of a recent storm in North America A map illustrating the location of the most recent earthquake in North America

a) Current event about ecology.b) http://www.cnn.com/2004/TECH/science/09/22/endangered.dragonfly.ap/index.html

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c) This article talks about an endangered dragonfly and the lawsuit to protect its habitat. This article would be good to start a discussion about the rights of endangered animals versus the rights of humans to use the land.

d)

a) Current satellite photograph of US stormsb) http://www.weather.com/maps/news/normalweather/usinfraredsatellite_large.htmlc) This website shows an animation of the current US weather conditions. In particular, you can see hurricane Jeanne approaching the gulf coast states.

d)

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(12) Develop a Lesson Plan that Uses the Web: Develop a lesson for students in one of your classes that requires them to access three or more URLs. The lesson plan should include:

• Major concepts• Performance objectives (what will students be able to do when the lesson is

completed?)• Detailed handout that will lead students through the lesson• A listing of URLs that will be accessed• A sample of a completed lesson

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(13) Finding & Mapping Field Trip Locations: Locate the address of a local science or mathematics field trip destination using one of the online search engines. Generate a street and/or topographic map of your field trip destination.

On October 15th, I am taking 50 students to the Bodyworlds exhibit at the California Science Center.

Aerial photo:

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Street map:

(14) SED 646 Class Hypernews Discussion Group: Log on to news group created for this class. Make your own significant contributions to the news group throughout the semester. Please add only useful information or good questions. DONE

(15) Subject Matter Newsgroup: Find and subscribe to a news group related to one of the subjects you teach. (Examples: a newsgroup for Advanced Placement Biology Teachers, or a newsgroup for those teaching integrated science).

I joined Google.com which allows you access to all of their newsgroups. I have really enjoyed the evolution newsgroup.

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