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Premium member Presentation Transcript Building a Plant Ecosystem : Building a Plant Ecosystem Kari Emerick 6th Grade Science EDU 590 Rubric : Rubric Hypothesis : Hypothesis I think using technology to teach my lesson will be exciting, but since I do not always use some of the technology available to me, I expect it to be a little more work. From a students point of view, I think they are going to enjoy the activities that use technology. They will be able to learn about technology and a plant ecosystem at the same time. For the non-technology lesson I will feel more comfortable, because it is what I am used to. However, I think the kids are going to get bored, because it is too simple and there will be no technology to stimulate their brain. Objectives : Objectives To have the students learn what it takes to build a plant ecosystem. After the lesson, students will know: What a plant ecosystem consist of How a plant ecosystem develops What it takes for a plant ecosystem to support life GLCEs : GLCEs Science, K-8 (2007) -- Discipline 3 Life Science -- Standard: Ecosystems -- K-7 Standard L.EC: Develop an understanding of the interdependence of the variety of populations, communities and ecosystems, including those in the Great Lakes region. Develop an understanding of different types of interdependence and that biotic (living) and abiotic (non-living) factors affect the balance of an ecosystem. Understand that all organisms cause changes, some detrimental and others beneficial, in the environment where they live. L.EC.M.1 - Interactions of Organisms- Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems. L.EC.M.3 - Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures and soil composition. L.EC.06.31 - Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. Instructional Strategies I used instructional strategies from: Using Technology with Classroom Instruction that Works and the lesson planning tool at MORE.Mel.org : Instructional Strategies I used instructional strategies from: Using Technology with Classroom Instruction that Works and the lesson planning tool at MORE.Mel.org Strategies used from More.Mel.org Structured Overview Lecture Explicit Teaching Compare & Contrast Demonstrations Guided & Shared - reading, listening, viewing, thinking Reading for Meaning Reflective Discussion Model Building Computer Assisted Instruction Homework Research Projects Assigned Questions Brainstorming Discussion Cooperative Learning Strategies used from: Using Technology with Classroom Instruction that Works Homework and practice Setting objectives and providing feedback Cooperative learning Cues, questions, and advance organizers Slide 7: As I talk about my lessons, I will explain what I did for each lesson on one slide. I will then explain technology and non-technology in separate text boxes for comparison. Pre-Test(I gave the students the same test at the end of the lesson). This allowed me to compare how much my students learned, because I was able to compare their pre-test and post-test. : Pre-Test(I gave the students the same test at the end of the lesson). This allowed me to compare how much my students learned, because I was able to compare their pre-test and post-test. Non-Technology I gave the students a multiple choice test that was typed and scored by me. Technology I created a test online for the students to take. When they were done it graded the test for me. Groups : Groups I used the pre-test results to put students in groups, making sure at least one of the students had a better understanding of plant ecosystems. I did this to use cooperative learning during this lesson. Lecture : Lecture Non-Technology I gave students handouts with the key terms on it, that I verbally went over with them. Handouts with examples of different plant ecosystems were given. Technology I used the Elmo to go over key terms and show students examples of different plant ecosystems. Students Research : Students Research Non-Technology Students went to the library and used encyclopedias, and books to research plant ecosystems. I had the students take notes on what they learned and turn it in to me. Technology Students went to the computer lab to use the internet to research plant ecosystems. I had them type what they learned about plant ecosystems using Microsoft Word, and turn them in. Group Work : Group Work After students did their research, I had them get into their groups to brainstorm about how to create an ecosystem to support plant life. Building a Plant Ecosystem : Building a Plant Ecosystem Non-Technology A handout was given to the students with a picture drawn by hand of how we were going to build an ecosystem with a 2 liter bottle. In the picture they could see the order they had to layer their ecosystem. Technology To show the students how they were going to use a 2- liter bottle to create an ecosystem; I created one at home and took pictures of all of the steps. I then created a PowerPoint presentation to show them how to build the ecosystem. In my pictures they were able to clearly see what the layers of the ecosystem looked like. Formative Test : Formative Test I gave all the students a multiple choice test to see if they understood how they were going to be building a plant ecosystem. I did this to see if everyone understood what we were doing or if I had to review how to build a plant ecosystem. Building a Plant Ecosystem : Building a Plant Ecosystem I had the groups mark on a shoe box big enough to hold a 2 liter bottle, where they needed to make a cut. Then one person spun the bottle as another person held a marker on the bottle to draw a line. After they drew the lines I put a slit in the bottle with an e-xacto knife, and let the students use scissors to finish cutting them. Adding Layers : Adding Layers Non-Technology I had the students get there handout out so we could go over what layers had to go in the bottle. Some students could not find their handout, so I had to give them new ones. Using their handouts most of the students were able to put the layers in the bottles, in the correct order. Now all the students have to do is put the plants in and water them. Technology Since I had the plan to put the layers in their proper order saved on PowerPoint I used the video projector to display the directions on the white board. Using the video projector made it easy for all of the students to put the layers in their bottles properly. Now all the students have to do is put the plants in and water them. Homework : Homework I had my students go home and look for 2 plant ecosystems and compare their ecosystem they just made in class to the ones they found at home. I had the non-technology class go to the library and use books to research what they found, and write down the similarities and differences between the ecosystem they just created and the ones they found at home. I had the technology class use the internet to research similarities, and differences between the ecosystem they created and the ones they found at home. Post-Test : Post-Test Non-Technology I gave the students a multiple choice test that was typed and scored by me. After I graded the post-test I compared the students answers to their pre-test, which made it so I could see how much the students learned. Technology I created a test online for the students to take. When they were done it graded the test for me. The computer program showed me the results of the pre-test and post-test, which I used to see how much the students learned. After Thought : After Thought After doing the lesson with and without technology, I think using technology is a better way to go. The only issue I had was it took me a little while to learn and understand how to use some of the technology I used in my lesson. I also noticed the students who used technology seemed to be more excited about learning. It made their lesson seem more independent. Works Cited : Works Cited Holt, Rinehart and Winston. (2003). Environmental Science (Holt Science and Technology. A Harcourt Education Company, (2005). Hubbell, Kuhn, Malenoski, Pitler. (2007). Using Technology with Classroom Instruction that Works. Association for Supervision and Curriculum Development, Mid-Continent Research for Education and Learning. Rubistar.com Pictures From: www.google.com The End : The End You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.