Final comments

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					Presentations of classroom testing of EARTH activities Hyperlink to name goes to notes made during presentation. Hyperlink under unit goes to powerpoint presentation provided. Time 1300 1315 1330 1345 1400 1415 1515 1530 1545 1600 1615 1630 1645 Name Adele Quintana Lisa Adams Rhonda Artho Katie Lodes Ashley Norton John & Crystal Batcabe Kevin Vincent Barbara Waters Michelle Garcia Julie Ribar Stephen Coleman Ron Ozuna Esat Atikkan Unit/Topic Classification ppt Ocean Observation, Iron Fertilization Pelagic Predators, Iron Fertilization, Classification Classification, Coastal Processes, Pelagic Predators ppt Pelagic Predators Classification Coastal Processes Classification Pelagic Predators, Iron Fertilization Coastal Processes ppt Pelagic Predators Classification, Career Exploration ppt Classification

Adele Quintana Unit: Classification Setting: Sophomore level high school biology class; general biology. Trying to integrate some interesting aspects to bring in students. Comments:  Introduction states that “This unit is aimed at younger audiences…” Suggest changing it to “This unit is adaptable to all levels of audiences…” as it is somewhat insulting to older students that might be using the unit  Unit does fulfill the Texas Essential Knowledge and Skills for Biology (10th grade): o Students know applications of taxonomy and can identify its limitations.  Analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature.  Include background information on proper taxonomic nomenclature for use at higher levels. (i.e. the answer key…)  Add identifiers to the 48 pictures on UFO images page. (Numbers? Letters?) Something that could be used once the cards are cut up. o Allows for teacher and students to discuss specific organisms without naming them. o Also facilitates breaking up the cards into groups for work.  If this happens, the identifiers also need to be put into the “PIKey” page, both the .doc and .pdf. We also should make the key into the same order as the images. Also, define “PI” or provide a link.  Suggested extensions: o Experimental Design:

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Scientists describe the real problem they want to solve or the question to be answered.  Allow students the chance to brainstorm experimental ways to solve the problem.  Discuss how the scientists solved the problem and what progress has been made.  Students could monitor scientist progress on long term studies. Perhaps include unit title on individual lesson plans (they all look the same) Also, there are various housekeeping errors (grammar, titles, etc.); see PowerPoint


Back to top Lisa Adams Unit: Ocean Observation Setting: Grades 10-12 Environmental Science Comments:  Liked having editable word format, since it gives us the option to change the document. I changed the directives and personalized it with the name of the class, etc.  Revisit intro questions at end of activity to assess changes in thinking, use as a pre/post survey to see if there was any impact of the 45 minute exercise.  Best part was having students write their own questions; I had the students work individually rather than as a group as it made each student work. o Some questions were repetitive; some were fun/funny; some were very basic (ex: how deep is the ocean, why is the ocean blue, where does the sand come from, where do the faults come from, waves, currents, pressure…) o Some interesting questions could be tied to real-time data and oceanography o Some of these questions could be easily tied into some basic activities perhaps linked with LOBO  Does not include a written portion to the web exploration; the focus was on „visiting‟ but not on writing up any of their observations or conclusions. o I asked them to write about each one of the different topics briefly. But this became the focus on the exercise and we lost some of the individual responses; it became a search mission w/o inquiry.  When students are then asked to revisit their own questions, it was a tough gear switch as they were still in the mode of regurgitating information from the previous section. o Perhaps include links to additional websites (ex. COOL Classroom, BRIDGE, Ocean.US) that help provide additional information, as many of the questions being asked were not being answered by the EARTH website or even the MBARI website. o Should spend more time answering their own questions rather than free explore  “Did student accurately describe some of the research projects and technology involved in studying the oceans?” This question is given as an assessment, but it currently isn‟t required as part of the exercise (which is why I changed the lesson plan).  Include estimated time for lesson  Include potential or suggested answer key

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(Crystal) Maybe have the students make a pamphlet/poster about one aspect of MBARI and then have some sharing so that students can interact with each other. Maybe have them ask for „funding‟ using MBARI resources? Focus should be on student questions, rather than MBARI Report on own question as writing assignments

Unit: Iron Fertilization Comments:  I wrote up an activity based on last year‟s website, but then found that MBARI had changed the website. We then spent time finding the appropriate information (which was all still there).  (Steve) Revision date on menu; archive major changes Back to top Rhonda Artho Unit: Pelagic predators Comments:  Teacher materials should be easier to find on MBARI Web site (home page)  Timeline at the beginning of each unit (approximate; based on experience)  TOPP Web site listed as a resource, but a good list of specific websites with information about each predator would save time in the classroom; the guided research would be very helpful, rather than more open ended.  Target grade levels would also be helpful; with alternatives to make lesson simpler or more complex  Survival in the Open Ocean o Perhaps we could develop a standardized form for reporting info from animal research; would make the same information available to each group o “Biological factors” should include group/social interaction; as in Student Tracking; o “Physical factors” might include avoidance of unfavorable areas (This came up during discussion of Student Tracking, as one student had altered their route to a football game due to flooding.) o Each student doing PowerPoint presentation might take too long; group together students studying each animal to minimize presentation time o Streamline assessment: lots of „ways to assess;‟ it would be nice to have a standardized rubric with points assigned to specific aspects of the exercise. o Use GPS units for Student Tracking, students can graph this information and figure out where students went and why. (One student mapped himself very 30 minutes for a weekend. The class then looked at this data and tried to explain the reasons behind his movements.) o Tracking sheet asks for location and environmental conditions, but there should also be a blank for available resources (is there something that they are going to this location to get? Or avoid?)  Marine Animals on the Move o Include list of relevant Web sites for guided research

o Students might need a get-to-know-you session to encourage bonding between pairs; it would be nice to have some introductions between the two students especially given the age range. Unit: Classification Comments:  Has the potential to reach honors zoology class with some tweaking Unit: Iron Fertilization Comments:  No clear description regarding age level; seems to be for upper level students and needs to be labeled as such  Ran out of time: perhaps it could be broken up into some core elements with some of the existing material pulled out and put into „extensions‟ to allow more flexibility with time (ex. writing an essay was just too much; I had them write up a little paragraph. Perhaps this essay could be an extension…. There are other examples of this throughout the website.)  Some activities just took too much time; more streamlining is necessary  Prior knowledge, prerequisite skills or recommended background information should be listed for units; perhaps list in activity background  Teacher comment page for each lesson or activity or unit Global questions  Suggested timeline for each activity  Target grade levels listed  Student versus teacher information (who is the Web site directed at?)  Comments addition Back to top Katie Lodes Setting: 10th grade Biology Unit: Classification Comments:  Set up a think-pair-share model with small groups. o Used 6 groups of 4 students. o Passed out the cards (already had discussed taxonomy). o Groups mixed in terms of dominance; interesting group dynamics and a nice introduction to the real world. o Then after the first grouping; mixed two groups together and had them reclassify the organisms. o Then we went over it as a class.  Of the 20 cards, the morphology fit the classification, so it all worked (due to the 30 minute time constraints).  Can connect with news items and current issues for additional activities: Smithsonian (May 2004) article on medicines from the sea.

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o Had them read the article and then think about the deep sea organisms and what might they hold in terms of potential. Students liked that the key was incomplete and some of the animals were not identified; shows real science Add more background information Change “news” to “Classification in the News” Move teacher information to the bottom. Have a link to comments from other teachers that have used this activity; perhaps this could be addressed by the „ comments style‟?? Good activity because it can be low tech Make menu consistent with directions to be more organized

Unit: Coastal Processes Setting: Grade 9/10 Marine Science (with upwelling background) Comments:  Need background information on upwelling (perhaps the DFG 1999 press release)  Change to “News” to “Coastal Processes in the News”  Numbering on bottom of pages was confusing; using “go” was better  M1 and M2 moorings: need a good graphic showing moorings and where they are. o I put all the aspects of the moorings onto one large page and this was really neat. Students really understood upwelling!!  Put all seasonal data together in a handout for reference Pelagic Predators Setting: Small class with three 11th grade students Comments:  Started with student tracking over a 24 hour period  Perhaps switch “activity” and “environmental conditions” columns because time/location/conditions are hard data  Make sheet landscape oriented  Problem: not a lot of data out there, except for location, so it‟s hard to correlate factors  Too complicated for many students: we skipped over the rest of the exercises and went right to tracking real animals on the web. o They had access to computers, Katie, and the web. o They had to research tags, find animals, and track the animals and the data. o They had problems accessing the data (oxygen, etc.).  No time period given on student tracking sheet; left room for interpretation  Compare data they collected on themselves, relate to info that they found on the web (what‟s easy to track/collect, etc.)  Introduce issue of scale using differences in data recording  Link to ocean observation activity to address questions that come up  Track school day vs. weekend day  I wouldn‟t do this with a larger group of students. Back to top

Ashley Norton Unit: Pelagic Predators Setting: 1st graders (see Jennifer‟s notes) Comments:  No target grade levels is good! (Allows for flexibility and creativity)  All tracked same animal (Rocky a Risso‟s Dolphin from the whalenet site) due to behavioral issues  Tracked in computer lab, compiled info on Friday  Each student kept a journal  Used an active animal so data was very relevant  Kids were able to connect movements of dolphins to their own lives  Timeframe is very subjective and varies between teachers  More EARTH lessons can be used by elementary school students Back to top John & Crystal Batcabe Unit: Classification Comments:  Not much direction given for this lesson, but we had just completed a taxonomy unit the previous day. o I gave them the UFO cards (laminated) and let them choose their own traits to do the classification (can be good or bad). o It would be nice to label the pictures with an identifier. o They made a dichotomous key which was a great addition to the activity once they have learned all the characteristics of the phyla.  Some pictures were ambiguous WRT which animal was classified; this might be pointed out in the directions.  Assessment: they all got points for participation; the students liked it and remained engaged for the period.  Make sure that tape is listed as a material for presentation purposes  Anomalies can be used as extensions; other organisms used for lesson on classification; perhaps in a separate document  Slide show of organisms would be nice (both regular and anomalies)  Molecular classification description would be helpful  Different pictures of the same organisms would show variety  What is the primary purpose of this activity? Classification? In which case, the use of unknowns is problematic.  Can we have an extension activity as a separate document that could be printed out separately by the teacher? Back to top Kevin Vincent (NEW) Unit: Coastal Processes

Setting: High school biology (Kansas) Lesson done after state testing; did it on a day when I was being reviewed by an administrator which went extremely well! The kids enjoyed it and were engaged. Comments:  Changes: made activity a 2-day process; with introduction to upwelling on the first day  Mobile lab with laptops and projector worked very well  Explored MBARI web site and present a topic being researched to class; this format provided the most information in the least amount of time  Acitivty (case study) was presented on the second day  Difficult to go from one season to the beginning again; confusing to start again  Would be helpful to have all the seasons and all the data on one page (perhaps with hotlinks to the specific data)  Activity works well with or without computers  More background info would be nice  Had students write to explain why they chose the season they did and how it related to the anchovy population; used as an assessment Back to top Barbara Waters Unit: Classification Setting: Freshman Marine Science/Earth Science/National Ocean Sciences Bowl Comments:  Used “Into the Deep” video and did “Deep-sea Sort”  Students were able to choose a deep-sea animal and complete a range of classification project activities (ex. brochure, story book); some involved technology, some didn‟t; nobody in the class could do the same organism;students had to work independently  Fit into my “Taxonomy Thursday; Phylum Friday” class format  Limited background in classification  Also included ocean careers for students who have interests other than science  Used MBARI Web site for ROV info; NOSB; graphing of mooring data  Students loved the Web-based computer lab activities Back to top Michelle Garcia Unit: Pelagic Predators Comments:  Comments are from before Web site was updated  Problem: finding enough animals such that each student could have a different animal  Used a lot of sea turtles, but turtles are not the most active creatures  Model the whole process as a class; watch one animal as a group to guide discussion  Some animals are easier than others to find information on  Favorite thing is flexibility and choice; no age or time guidelines; not prepackaged  Would be useful to list assessments more concretely. Could we get a list of different types of assessment? Include ideas for assessment; put in rubrics, and align rubrics to standards.

Unit: Iron Fertilization Comments:  Used an old extension: the essay used to have a question/prompt, which actually made no sense to students so it‟s nicer to have it more open-ended  Had a class debate, which was also an old extension; wrote essay after debate  Put activities in main menu as subtopics (roll-over menu)

Back to top Julie Ribar Unit: Coastal Processes Setting: Four first year university honor students tested the lesson. The students divided the work: one finding the biological data and the other the oceanographic data. The Bruderhof community doesn‟t have internet access (n=500, share 3 cars)

Comments:  What are some thoughts about providing access to those without internet access?  The lesson page was hard to follow, hard to put into Excel, hard to manage the data  The students loved the information; interesting topic and background information.  Plenty of interdisciplinary connections can be made.  Correlates with state and national standards, covering many major concepts in a short span of time.  Project-based approach encourages independent thought and creativity. It also encourages students to work cooperatively in groups.  Overall, „Coastal Processes‟ was well received by the students.  There were three pages to the lesson plan but I thought that there was just one (confusing layout).  They didn‟t know excel, so that took some training as well.  Although one hour was allotted to complete the lesson, the students needed more than two hours to complete the lesson.  Although the landings data was easy to find, the oceanographic data was difficult to find and manipulate. o Buoy uses 999 as a default for zero data – difficult to edit out.  No lo-tech alternatives provided, but this is a web-based activity.  Students unanimously stated that although the background information was interesting, it could have been summarized with a graph.  Background information (in upwelling case study) should be more concise and should come after activity description  Dead zone article is more applicable to iron than coastal?  We love the „Hold the Anchovies;‟can we repackage this material into the same format?  Who is our primary audience, teachers or students?? o If the former, then background information should come first. o If the latter, then perhaps activities?


After much discussion it came down to the amount of introductory material for the upwelling case study. o The existing EARTH website has all the information that we need; placement is secondary. It‟s all there and we can modify it and that‟s important.

Back to top Stephen Coleman Unit: Pelagic Predators Comments:  Used lots of components rather than whole unit or lesson plans  When teachers are excited about anything, the kids are excited and engaged.  Worked very well during the last weeks of school; kids were excited throughout  We used the TOPP program; a tutorial on TOPP would be nice, including information on how to interpret some of the data.  Frequently asked questions section would be helpful and particularly useful as more teachers start using these pages  Holes in elephant seal data were uninterpretable  Could overlay or compare two animals; where did this go?  Used LCD projector for a whole class lesson; made it easier to monitor students  Watch for dead links Back to top Ron Ozuna Unit: Classification Setting: Senior class (population are below grade level in reading) Comments:  Made laminated cards of items from a hardware store  Also laminated cards from MBA Living Species guide  Used images from MBA site to correspond with discussion  Have students place organisms in environment (depth)  Have students identify predators/prey  Put info in Word and modify as necessary  Put the materials into a word document and then modified it. I would be in favor of having a student sheet as my students stop reading the webpages.  Very hands on. After the sort, they get the cards with information and they plot the locations onto a map of the canyon (and are asked to think about predators/prey). Unit: Career Exploration Comments:  Students have a very short attention span WRT reading information; have trouble getting involved in activity  Activity may help some seniors, but those with no interest in college or the field have a lot of problems going through the activity. It may be more appropriate for earlier grades when they are more receptive to options and alternatives  For MBA: revisit format of species cards

Back to top Esat Atikkan Unit: Classification Setting: College level courses from general to honors. This activity actually worked best with the last course: biological systems. Comments:  Also integrated the concept of convergent evolution into this activity after some instructions on classifications.  We spent about 15 minutes after the activity just talking about alternative methods of classification.  92:8 acetone was better than 90:10  Way of thinking presented on handout; what are the conclusions and what conclusions can we draw? Is taxonomy extinct?

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