Technology Framework

The Four C’s designed into engaging lessons

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

.