Technology Framework The Four C’s designed into engaging lessons
Jan 01, 2016
Using Technology Framework
(1) Using media for multiple representations to develop student ideas
(Concurrent Representations) (2) Using models to support dynamic
student learning (Concept Construction)
(3) Using probes to support data collection (Capture & Collection)
(4) Using computers to support data analysis and presentation
(Communication)
Techno-Facts
Fact #5- Technology alone does not bring about learning…
Using the learning cycle, constructivism,
authentic problems,
cooperative learning interactions and technology brings about learning!
Personal
“What factors will affect the growth of plants?”
Inquiry Project Step 4:As a team reach consensus on a research
question you can investigate and answerUse the accompanying sheet to document your
work…
Principle #1 Concurrent Representations
(1) Using media for multiple representations to develop student ideas
Engaging Students with Relevant Phenomena– Providing variety of phenomena
– Providing vivid experiences Developing and Using Scientific Ideas
– Introducing terms meaningfully – Representing ideas effectively
Source:AAAS Project 2061 Textbook Analysis Procedure
Principle #1 Concurrent Representations
(1) Using media for multiple representations to develop student
ideas
http://www.cnr.vt.edu/DENDRO/forestbiology/photosynthesis.swf
Benefits: Media enhances text
Students can do open but focused research
Students are not bound by classroom time constraints
LEARNING TASK 1:Plant Growth PRE Activity
(1) Predict No wrong answers!
We learn from mistakes(2) Review
Check media sources, Take notes, discuss answers
(3) Evaluate/ExplainRevise your initial prediction
LEARNING TASK 1:
Plant Growth PRE Activity(1) Predict
Individually, with your team, class
What does a plant need to grow?
LEARNING TASK 1:Plant Growth PRE Activity
(2) Review Visit the web sites for research
What does a plant need to grow?
LEARNING TASK 1:Plant Growth PRE Activity
(3) Evaluate/ExplainRevise your initial predictions
What does a plant need to grow?
Principle #2 Concept Construction
(2) Using models to support dynamic student learning
Promoting Student Thinking about Phenomena, Experiences, and
Knowledge- Encouraging students to explain their ideas
- Guiding student interpretation and reasoning - Encouraging students to think about what
they've learned
Source:AAAS Project 2061 Textbook Analysis Procedure
Principle #2 Concept Construction
(2) Using models to support dynamic student learning
http://chemconnections.org/Java/molecules/index.html
Benefits: Models engage student
preconceptions Models allow dynamic concepts to
develop through quick feedback Models support choice and provide
motivation
LEARNING TASK 2:Create a Plant Structures
Diagram that explains how the HPU supports photosynthesis
- Show macroscopic and microscopic representations
- Describe the photosynthesis equation
- Relate the two on the diagram
LEARNING TASK 2:Create a Plant Structures
Diagram that explains how the HPU supports photosynthesis
Visit these sites to run photosynthesis simulations
http://fybio.bio.usyd.edu.au/VLE/L1/ResourceCentre/CAL/PSexpt/PSexpt.shtml
http://mw2.concord.org/public/part2/photosynthesis/
Personal
“What factors will affect the growth of plants?”
Inquiry Project Step 4:As a team reach consensus on a research
question you can investigate and answerUse the accompanying sheet to document your
work…
Principle #3 Capture & Collection
(3) Using probes to support data collection
Promoting Student Thinking about Phenomena, Experiences, and
Knowledge
Engaging Students with Relevant Phenomena
Source:
AAAS Project 2061 Textbook Analysis Procedure
Principle #3 Capture & Collection
(3) Using probes to support data collection
http://www.vernier.com/labquest/video.html
Benefits: Authentic experience- “what
scientists do” Allows for personalization to
support motivation
LEARNING TASK 3:Research: What factors affect
plant growth? (1) Propose a research question
(2) Describe the hypothesis to your research question
(3) Design an Experiment using the probes to collect data
LEARNING TASK 3:Research: What factors affect
plant growth?
Set up the probes on your HPU
Collect some trial data Save it someplace
Principle #4 Communication
(4) Using computers to support data analysis and presentation
Promoting Student Thinking about Phenomena,
Experiences, and Knowledge
Source:
AAAS Project 2061 Textbook Analysis Procedure
Principle #4 Communication
(4) Using computers to support data analysis and presentation
Benefits: Supports the construction of
knowledge Authentic Task- what scientists
do Allows for immediate feedback
on learning
LEARNING TASK 4:Analysis: What factors affect
plant growth?
- Analyze your data
- Evaluate your research question using your data
- Present your claim supported by data
LEARNING TASK 4:Analysis: What factors affect
plant growth?
Visit the computers to open an existing data set
Use Excel to Summarize the data
Use Excel to Graph the data
LEARNING TASK 5:Conclusion: What factors affect
plant growth?
- Make a claim supported by data - Present your claim incorporating
LEARNING TASK 5:Conclusion: What factors affect
plant growth? Claim Structure:
Make a Claim Support the claim with evidence Explain how the evidence relates
to the claim using scientific concepts
LEARNING TASK 5:Conclusion: What factors affect
plant growth? Visit the computers to open an
existing data set
Use Word to write out your claim statement
Cut and past your data into your document
LEARNING TASK 5: “We feel that temperature does have
an effect on bean seed germination. Our evidence that supports this claim includes the growth data for our experimental plants. These plants had an average daily temperature of 15 C for 7 days. During this time only 1 of 5 seeds germinated. We feel that this happened because the temperature kept the seeds dormant and did not allow the water molecules to penetrate the seed coat to start germination.”
LEARNING TASK 5: We feel that temperature does have
an effect on bean seed germination. Our evidence that supports this claim includes the growth data for our experimental plants. These plants had an average daily temperature of 15 C for 7 days. During this time only 1 of 5 seeds germinated. We feel that this happened because the temperature kept the seeds dormant and did not allow the water molecules to penetrate the seed coat to start germination.
Claim
LEARNING TASK 5: We feel that temperature does have an
effect on bean seed germination. Our evidence that supports this claim includes the growth data for our experimental plants. These plants had an average daily temperature of 15 C for 7 days. During this time only 1 of 5 seeds germinated. We feel that this happened because the temperature kept the seeds dormant and did not allow the water molecules to penetrate the seed coat to start germination.
Claim
Evidence
LEARNING TASK 5: We feel that temperature does have an
effect on bean seed germination. Our evidence that supports this claim includes the growth data for our experimental plants. These plants had an average daily temperature of 15 C for 7 days. During this time only 1 of 5 seeds germinated. We feel that this happened because the temperature kept the seeds dormant and did not allow the water molecules to penetrate the seed coat to start germination.
Claim
Evidence
Relating Knowledge
Harry Wong-isms
Who are you? Rate yourself…
#1 I feel techno-naïve techno-savvy about different instructional technologies
#2 I feel less confident more confident about using technology to support learning
#3 I know a few a lot of ways to use technology in science class
Sources:
Roseman, J. E., Kesidou, S., & Stern, L. (1997).
Identifying curriculum materials for science literacy: A Project 2061 evaluation tool
.