online course prototype presentation

7/30/2019 Online Course Prototype Presentation

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STEM in Secondary Education

Quantitative Literacy in Population Ecology

Nan Ketpura-Ching Davilla Riddle Kevin Takayama


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Overview of Presentation

Introduction Rationale and Need

Target Audience

Objectives

Development Process

Weekly Modules and Content Example of Activities

Reflection and Recommendation


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Why STEM? Science, Technology, Engineering, and Math

If America is to maintain our high standardof living, we must continue to innovate. We

are competing with nations many times our

size. We dont have a single brain to waste.

Math and science are the engines ofinnovation. With these engines we can lead

the world. We must demystify math and

science so that all students feel the joy that

follows understanding.Dr. Michael BrownFormer Nobel Prize winner for medicine and the Paul J. Thomas Professor of Molecular

Genetics and Director of the Jonsson Center for Molecular Genetics at the University of

Texas Southwestern Medical School in Dallas

http://www.nationalmathandscience.org/resources/quotes


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What is Quantitative Literacy? Quantitative reasoning capabilities required of citizens

in today's information age Fluency in reading and writing mathematical data

Ability to reason and to apply simple numerical concept

Analysis of data, including arithmetic equations, percentages, ratios,

simple algebra, measurement, estimation, logic, data analysis, and geometric reasoning


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Rationale from research

Over a decade ago, national and international studies showed that mostU.S. students left high school with far below even minimum expectations

for mathematical and quantitative literacy (Steen, 1999).

Students did not have the technical and quantitative skills needed to

compete in the employment world.

According to Steen, despite years of study and experience in anenvironment drenched in data, many educated adults remained

innumerate (1999).

They did not have a basic foundation for collecting, analyzing andpresenting data. Now with the massive amount of distributed content and

data via the Internet, the need to establish levels of quantitative

literacy becomes ever more important (Steen, 2002).


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Meeting the need

Increased need for students to demonstratequantitative literacy

For high school student to be able to analyze and

interpret data.

This mini course aims to provide a solution for

increasing quantitative literacy via online instructiondelivery using Laulima and Wikispaces.


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Target Audience

9th Grade Biology students at Punahou School

Student have laptops connected to the schools wireless

network.

Digital natives with prior experience navigating through

the schools Moodle course websites in middle school.

This hybrid (both F2F and online) mini course is designed to

supplement the current 9th grade Biology curriculum at Punahou

School.

Students will go through the steps of collecting, analyzing and

presenting data from a given set of scientific data in population

ecology.


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Objectives

Students will be able to:

Describe physiological, ecological, and behavioral strategies used

for successful population growth.

Compare random sampling with data obtained by an actual count. Construct a basic graph with provided data.

Predict the impact of environmental changes on the organisms in

an environment.

Interpret data given a table or graph and describe trendsregarding population relationship.

Propose a possible solution for conservation and sustainability of

an organism in an ecosystem.


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Development Process

Appropriately integrates math and science

Relevant and engaging

3 of the 5 weeks encompass coral reefs

Lots of videos and interactive activities Interact with classmates

Self introduction and discussion posts

Working in pairs on final project

Lessons flow from week to week

Math goes hand-in-hand with science


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Laulima


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Wikispaces

http://etec632s12stem.wikispaces.com/
http://etec632s12stem.wikispaces.com/http://etec632s12stem.wikispaces.com/http://etec632s12stem.wikispaces.com/


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Weekly Modules

Week Dates Module

1 April 2 - 8 Coral Reef Biology

2 April 9 - 15 Scientific Data I:

Random Sampling, Data Table,and Graphs

3 April 16 - 22 Coral Reef Ecosystems

4

April 23 - 29 Scientific Data II: Interpreting

tables and graphs

5 April 30 - May 6 Coral Reef Conservation


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Week 1: Coral Reef Biology

Module pre/post survey

View coral reefs presentation/Cornell notes

View Nature video for reinforcement

Use NOAA's Interactive Reef website to research and

answer discussion questions


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Week 2: Random Sampling, Data Tables...

Watch three iTunesU

presentations

Complete online randomsampling activity

Answer random sampling

practice questions


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Week 3: Coral Reef Ecosystem

Watch Coral ReefEcosystem Presentation

Read articles on Ocean

Acidification

Watch videos on Carbon

Dioxide in water

Post reflection into

Discussion on Laulima


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Week 3 Activity:

Understanding Ocean Acidification

http://www.dataintheclassroom.org/content/oa/simulation.html

Then seeeffect on:

Graph

Picture ofCoral Reef

Students can

change the

following variables

Time Water

Temperature

Atmospheric

CO2


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Week 4: Scientific II: Interpreting Tables

and Graphs

Watch YouTube video on

interpreting graphs

Deer Population Growth

activity

Interpreting tables andgraphs practice questions

Week 4: Quiz 2


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Week 4 Activity:

Deer Population Growth

http://www.biologycorner.com/worksheets/predator_prey_graphing.html

Students...

graph deer (prey) population

in one color

graph wolf (predator)population in another color

analyze the predator vs prey

balance

How do you determine when an

ecosystem is in "balance?"


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Week 5 - Coral Reef Conservation

Watch YouTube video on

Coral Reef Conservation

Read NOAA article

about current hazards

threatening coral reefs

Play Coral Reef Game

http://www.ausarabexplore.info/interactives/coral/coral.html


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Week 5 Activity:

Conservation Poster Project

Use Glogster EDU (http://edu.glogster.com/) to create

a poster on a given area of coral reef around the world

Use data published in State of the Reef Report from

NOAA

Finished multimedia poster are to be embedded into

the course Wikispace


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Example of Conservation Poster

Requirements:

Map of area

Examples of types of

corals and organisms Existing threats

Current conservation

activities

Team's proposedconservation ideas

Citations


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Expected Results

After the course, student will able to

be more familiar with interpreting and analyzing data.

describe how ecosystems are affected by changes in

the environment

show quantitative literacy by creating basic tables and

graphs from a given set of scientific data in population

ecology


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Reflection:What worked well

Skype and e-mail for communication Google Docs for collaboration

Wikispaces for delivering content

Each member was responsible for a series of tasks at

each step

Content came together fairly well

A good mix of math and science content


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Recommendation:What we would do differently

One person designated as Project

Manager

Set up internal timeline for each portion

of the course

Regular meetings (every other week) tocheck in for updates

More interactions built into the weekly

modules


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Questions?

online course prototype presentation

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