Week 11 & 12

Integrated Lesson

This lesson would be used in a unit on plate tectonics – specifically earthquakes. We would use a few different techniques in this lesson. After a review of the different types of plate boundaries, students will use an interactive map to identify hot-spots and earthquake zones, build their own seismograph, and simulate a tsunami.

The purpose of this learning activity is to get students well acquainted with the inner workings of the earth. Students will explore a few aspects of earthquakes – their locations around the world, how they are recorded, and some of the effects of an earthquake. This learning activity will support various student attitudes. The lesson incorporates hands-on activities, as well as interactive technology. This activity can be used with other activities in the plate tectonics unit. The interactive map can be used for lessons on volcanoes.

The NJCCCS that will be used are:

Content Area : Science

Standard  5.4 Earth Systems Science - All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 

Strand  D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth.  Convection currents in the upper mantle drive plate motion. Plates are pushed apart at spreading zones and pulled down into the crust at subduction zones. 

5.4.12.D.1  Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. 

The technology used will be two interactive websites. First the students will use an interactive map to explore plate boundaries. This map shows volcanoes (active and not active), earthquakes and their magnitudes as well as plate boundaries. Students can zoom in and out as well as add and remove layers. Additionally, students will visit a website that allows them to simulate tsunamis. Students will be able to adjust initial wave size, as well as the coastal terrain.

These types of technologies are used because they are interactive and allow the student to really explore a topic. Each of the websites has a lot to offer. Students can spend time with the websites to learn about not only the topic at hand, but other topics as well.

Students will have to be able to know how to properly navigate a website. The website with the interactive map includes a lot of information which students will have to find. The map has many layers that can be used together or independently. The tsunami simulator website has specific directions that the students must follow. The website explains how to change wave size and coastal terrain.

Day One:

Review of plate tectonics and the different types of plate boundaries.

Students will visit: This Dynamic Planet website: http://mineralsciences.si.edu/tdpmap/

This is an interactive map which would lend itself well to a lesson on plate tectonics.

Answer these questions:

1 - On which plate do you live?  Observe the white arrows that show the

direction of plate movement.  

 2 - What direction is the plate moving where you live?

Pan to the area north of Hawaii in the northwest part of the Pacific Ocean.  

Observe the arrow indicating the rate of plate movement.

 3- How fast is the Pacific Plate moving in this part of the Pacific?  

 Los Angeles is 550 kilometers from San Francisco.  The Pacific Plate is moving to

the northwest, which will take Los Angeles to the location where San Francisco is today.  

4 - Given the rate of plate movement, if you live to be 100 years old, how

far will Los Angeles move in your lifetime?  

 5 - How long will it be before Los Angeles is at the location where San

Francisco is today?  Show your work.

Use this website to simulate a tsunami: http://chair.pa.msu.edu/applets/tsunami/tsunami.html

First have students predict what will happen to the wave size as it approaches the shore. After they have used this website see how their answers might have changed.

Day Two:

Next, the students will but their own seismograph and complete the following worksheet:

http://www.tryengineering.org/lessons/seismograph.pdf

This lesson will have students build their own seismograph and record their own “earthquakes”. Students will work in groups for this activity. The worksheet also highlights the seismograph technology, the Richter scale and the current technologies used.

Assessment:

Student assessment will be in the form of worksheets and questions that go along with each of the activities. Additionally, the test that might accompany this unit would reference some of the activities we did in class.

Also, I would like to relate this lesson to current events. Unfortunately our world has experienced the effects of earthquakes and tsunamis. I think a good way to access the effectiveness of this learning activity would be how the students can use this knowledge to explain and report on current natural disaster events.

Week TEN

Sexting - definately not something that I was even aware of in middle school. When I was in 8^th grade my biggest worry was wearing the wrong outfit to school. Kids today face a whole new world especially where media comes into play. Students know more than ever about their peers thanks to Facebook and other social networking activties. It is no longer your close circle of friends that know of the details of your life. In some cases, like the ones we watched in the videos, a large group of people end up knowing a lot or too much about you. I don’t think that kids are aware of the consequenes of their actions in these situations. They probably don’t think that something as simple as pressing send on a cellphone will have that big of an impact. I think this is where the role of schools come in.

The best and most important thing that schools can do is educate students. I think that issues such as sexting could be addressed in either computer science or health education classes.  If students saw how sending an inappropriate text or how bullying can affect someone I think that would make an impression on them. As disturbing as these videos are, giving students examples like these would really put it in perspective. These are things that have happened to kids just like them and at school like their own. This might get the message across of the real and horrible consequences that can happen. I think that "no cellphone" policies at school might decrease these things from happening. If students don’t have access to cellphones all day they will be less likely to communicate throughout the day. It might be like an out-of-sight, out-of-mind effect. Of course, not allowing cellphones in schools does not erase the problem but I think it might decrease it.

These videos addressed not only sexting, but also bullying. Bullying has become a big issue amoung children of all ages. Both topics - sexting and bullying - should be addressed together. Cause and effect. Kids can understand what happens when their peers are bullied. Schools can also provide support systems for those students who are experienceing bullying. If they know they have someone to talk to, kids might reach out to someone before something serious happens.

Week NINE

What is fair use and how does it apply to education?

Apparently fair use is not as straight forward as I thought since I did so badly on that quiz!! Fair use is the acceptable way to use copyright materials such as books, articles, and various forms of media for educational purposes. Fair use is defined by a few guidelines: the nature of the work, the amount you borrow and the  effect the use of the work will have on its value in the market. Can you copy an article for you class to read for a lesson? - yes. Can you copy a whole textbook for use in class? - no. Can you make copies of a program which you have only purchased one license for? - no.
The articles and video presented in this assignment shed light on the small details and restrictions that further define fair use. One question that stuck out from the quiz was about the "player" that was distributed on the school's computers and used by teachers and students. Since this is an educational program/player it does not fall under the same distribution laws as other programs such as "Microsoft Office". Several of the examples presented in the reading material, such as showing a movie as a "reward", are things teachers might not think twice about. The responsibility of fair use can fall on individuals, schools or districts. I think it is the responsibility of schools/districts to educate teachers on the ins and outs of fair use. I can see fair use being a tedious process that teachers might find annoying. However, with proper guidance and and clear rules, acceptable use of copyright works can be achieved.
I do think that the copyright rules are a little strict and slightly outdated. In today's day and age all forms of books and media are more readily available than ever thanks to the internet. Teachers have access to so much information that can be beneficial to students. Assignments like this would not be possible without the fair use policy. The articles we read and video we watched all contained copyright notices. One criticism of using copyright materials is that it hinders creativity. I think the video, "A Fair(y) Use Tale" shows the exact opposite. How cool was that video?!

Week EIGHT

In the Technology Integration Matrix I chose the Collaborative learning environment, Transformation, 1-1 access option. This has students reach out to their peers across the world. Students create a podcast in which they give fellow participants clues about their location in the world. This podcast is then uploaded to the "Where in the World" website where it can be accessed by other students. The students will frequently revisit the website to reply to other students guesses and maybe submit some of their own responses. This project addresses a few teacher skills in the NETS for Teachers standards. In standard 5.a. "teachers
participate in local and global learning communities to explore creative applications of technology to improve student learning." The activity I chose has teachers helping students to create a podcast to share with other classrooms around the world. Using a podcast to convey information is a very creative application of technology. In standard 4.d. "teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools." I think that exposing students to other students in different countries is very valuable. Students will learn about different places and customs around the world, as well as see how other students might communicate. In standard 1.a teachers "promote, support, and model creative and innovative thinking and inventiveness." In the chosen activity students must think creatively to give appropriate clues to their peers. Students must also use the information they are provided by other students to determine their location.

I am pretty surprised about my comfort level with technology after only eight weeks! Prior to this class I had never even thought of writing a blog or recording a podcast. I could see myself being able to do the activity discussed above in a classroom which is the transformation level of technology integration. This activity reminds me of an updated version of international pen-pals. I think it would require a lot of effort and organization and might work best with an older group of students. Having anytime access to computers and working with students who are familiar with technology would probably be factors in the effectiveness of this activity. This activity might be an end of the year project where we could build up to the transformation level of integration by continually using the adaption and infusion stage activities.

Week SEVEN

Podcast Powered By Podbean

This Podcast is an introduction to the different types of soils around the United States. It breaks down the 12 soil orders that are used to name soils. It could be used as a supplement to a lecture.

Week SIX

Task 1:

21st Century Skills...Fad or Key? The movement on how to prepare today's youth for tomorrow's world  has become a source for debate. Do we as educators continue the school routine that has been "working" for years, or do we try to take a leap and change our approach? I believe that providing students with 21st Century Skills is one of the best things that we can give them for their journey from school to the work force.
Having the ability to problem solve, critically think, and effectively communicate are skills that set the great apart from the good. The article "The Workplace Readiness Crisis" addresses several issues that recent graduate face when entering the job market. While in school, students are under the notion that getting good grades and passing exams will land them their dream job. Where on a test have they learned how to have the charisma and quick thinking to turn around a bad conference call, or the creativity to tap an unusual source for assistance? Recent graduates are in for a rude awakening when they find out that they do not have these necessary skills. I am currently a part of the working world and frequently interview candidates. Some of the things I find myself looking for during an interview are: do they have personality?, will this person work well with others?, how would they respond to a problem? and are they willing to learn? These things I look for are all 21st century skills (i.e. innovation, collaboration and communication). As the article "21st Century Skills - Will our Students Be Prepared?" states "the illiterate of the 21st Century will be those that cannot learn, unlearn, and relearn". It is all about the willingness to adapt.
Supporters of the 21st Century Skills do not discount the importance of knowledge. They believe that knowledge and 21st Century Skills should work hand in hand. I agree with authors in the  "21st Century Skills - Will our Students Be Prepared?" and "The Value of Teaching 21st Century Skills" when they say that effectively teaching requires "blending" knowledge and skills and that "when taught concurrently, one reinforces the other". Students must have the required knowledge to back up their innovations and problem solving skills. Those that are critics of integrating 21st Century Skills seem to believe that educators are only interested in the skills, not the combination of skills and knowledge. While I agree with some of the critics that there are still some flaws to the system, continuing to explore and evaluate its potential will only improve its effectiveness.

Task 2:

I liked this video by Ken Robinson. I thought it was comical as well as informative. Like Ken, I think that creativity should play a big part in the way that we educate. Encouraging students to be creative lets them take the lead. Students can paint their own picture of God or act out a character in a play however they wish. With the right amount of guidance and input from the teacher, students will learn through these creative experiences. Students might feel like making a mistake is the worst thing that they can do, so educators must encourage and critique students in a way that they still feel free to express themselves.
I do feel that there is room in schools for other outlets such as art, music and sports. I think that schools must focus on both the traditional subjects (i.e. math, science, and language) as well other disciplines. I do not agree with Robinson when he says that degrees are not worth anything anymore. I think that is it still very important to have a basic and deep knowledge about your subject of choice. Not everyone will grow up to be an accomplished recording artist or star baseball player. However having the skills and creativity associated with these specialties can enhance your typical subjects. Someone who studies fiance or economics and also plays baseball might be great at providing money management skills for athletes. They understand both the money and talent side. The same goes for recording artists and other performers.
At my high school I had many opportunities to  engage in creative activities. There were many art and music classes available and students were encouraged to play on sports teams. I went to a small school where there was little competition for spots in these classrooms and teams. Anyone was able to try anything regardless of skill level. I think that it is not just the job of schools to push students toward creative outlets, but also the parents.
Having experience and background in a variety of skills also makes you a more marketable candidate for a job. In today's economy landing a job is not easy. Job seekers need the degree and skills you might gain from other creative outlets. Sports encourage team work and collaboration which are important skills to have in the working world. Sometimes it also helps if you can hold your own at the company golf tournament.

Week FIVE

Journey to the_center_of_the_earth

View more webinars from minoc1.

Wow what a great way to connect with both parents and students. I could see using this type of technology in my classroom similar to the teacher in the "Flipped Classroom" video. Presenting students with the lesson at home allows them to spend as much time as they need to digest the lesson. They are able to re-play it as many times as they want. Having the teacher there with them when they are going over "homework" assignments is beneficial. Students can bounce ideas off the instructor as well as their fellow classmates. Students are accustomed to learning things from videos on the web, so this process would be something very familiar to them.