I registered for Google Sites in the previously class, EDUU 563. It was an easy process, though I did not use it for my blog. I like to create my responses in Word first, then paste them into wherever I intend to post. I had trouble using this process with Blogspot, so I created my blog in www.thoughts.com. Looking at examples of sites that were created in Google Sites, I liked their clean look. I may choose to use Google Sites for my portfolio, though previously I have used Apple’s Mobile Me.
My current technology portfolio is located at http://web.me.com/debbieanderson/Technology_Portfolio/Welcome.html. I liked using this site because it was easy to use, I liked the look of the pages, and it was an Apple product, which is what I prefer to work with. Unfortunately, Professor Shorey had some difficulty accessing the different pages I created using Mobile Me, so I may switch to Google Sites for this class.
Reviewing the checklist based on the National Standards for Facilitation, I have several artifacts created in the previous two classes that meet the requirements. I think one standard I have few artifacts for would be Standard I- Technology Operations and Concepts. Suggestions include a resume of technology training (I have none outside of my Chapman coursework) and my technology plan, however the technology plan is also suggested under Standard VI. I do not have artifacts for Standard V (Productivity and Professional Practice), though I have assisted other teachers in the use of word processing, graphics programs, and online curricular programs. Artifacts I have for other standards are lesson plans and online web-based instruction plan (Standard II), essential question plan, primary source plan, and a student research plan (Standard III), gradebook samples, rubrics, and STAR test data reports (Standard IV), and a technology plan (Standard VI and VII). At this time the only resource I have developed for Standard VIII (Leadership and Vision) is a literature review, though I imagine I will create more through this course. I plan to digitize these artifacts using a variety of formats, depending on what is best for that particular artifact.
My plan to complete my electronic portfolio is to first create an outline of each standard. I plan to create this outline with the needed links on a web page. I will then locate my existing artifacts that meet each standard, and place them in a separate folder before importing them into the portfolio. I will determine what artifacts will be created throughout this course and what I will still need to create. For those that I do not have, I will need to conduct some research and begin developing them.
Saturday, October 31, 2009
Saturday, October 17, 2009
Assessments
Assessment #1: Take the unit test on the lessons presented. You are allowed to use your texts as a reference.
Assessment #2 (Performance Assessment): Design a brochure that teaches people about the dangers of earthquakes. Identify ways to be prepared for such an event. Include safety guidelines to follow during and after the event. Keep your paragraphs short and include drawings.
Journal Entry
If you were a scientist studying volcanoes, which lava would you like to study? The cool lava of Ol Doinyo Lengai, or the hot lava of Mauna Loa? Explain your reasons in a blog entry.
Discussion
Discussion #1: Students will discuss online their results of making the earthquake model and compare them with the results of others. Students will analyze what might account for any differences in data between their results and those of the others.
Discussion #2: Students will discuss online their results of making the erupting volcano model and compare them with the results of others. Students will analyze what might account for any differences in data between their results and those of the others.
Discussion #3: Students will discuss online their results of making a landslide and compare them with the results of others. Students will analyze what might account for any differences in data between their results and those of the others.
Discussion #4: Threaded Discussion (analysis)- Suppose there are two earthquakes in different regions. One earthquake has a magnitude of 8.0. Another has a magnitude of 4.0. What would each event be like? What kind of damage would you expect to find from each? What may have happened to the surrounding land and buildings closest to the epicenter?
Assignments
Earthquakes
Students will make an earthquake model in class using cardboard strips (representing parts of Earth’s crust) and damp sand. Paper cups placed on the sand will represent buildings on Earth’s surface. Students will gently move the cardboard strips and record their observations. Students will make inferences to answer the following questions- What does pulling the strips represent? What do the sand and the paper cups represent? How do you think earthquakes affect Earth’s surface?
Volcanoes
Students will make a model of an erupting volcano using a plastic cup and modeling clay. Students will place grass, leaves and twigs around the sides of the volcano. Baking soda will be placed inside the volcano, then vinegar will be added to the mixture. Students will record their observations about what happens to the grass, leaves, and twigs on the sides of the model volcano during the eruption. Students will hypothesize- How do you think a real lava flow would affect the land near a real volcano?
Landslides
Students will make a model using a milk carton that has one side and one end cut away to model a hill and a landslide. Sand, pebbles and diatomaceous earth will be added to the bottom. One end of the carton will be propped up. Students will slowly pour water on the material at the top of the “hill” until a landslide is created. Students will repeat these steps increasing the steepness of the hill each time. Students will record their observations. Infer- what effect does the steepness of a hill have on a landslide?
Materials and Readings
Materials/Resources: eBook or paper textbook; internet
Required Readings: Chapter 6- lessons 1, 2, and 3 (pages 194-221)
Lecture
Lecture #1: Students will make an earthquake model Students will make inferences to answer the following questions- What does pulling the strips represent? What do the sand and the paper cups represent? How do you think earthquakes affect Earth’s surface?
Guiding Questions:
- How can an earthquake affect Earth’s surface?
- Where in the United States would it be most important to build earthquake-safe buildings?
- Predict- What kind of damage do you think a strong earthquake would cause to cities?
- Critical Thinking- What types of soil and ground material would be better at withstanding an earthquake?
Navigate around http://science.howstuffworks.com/search.php?terms=earthquake focusing on “How Earthquakes Work.” Then take the quiz at http://science.howstuffworks.com/earthquake-quiz.htm to test your knowledge.
Read “How to Survive an Earthquake” at http://science.howstuffworks.com/survive-earthquake3.htm. Then develop an earthquake/emergency plan with your family. Discuss your with your classmates.
Lecture #2: Students will make a model of an erupting volcano. Students will hypothesize- How do you think a real lava flow would affect the land near a real volcano?
Students will read textbook Lesson 2, pages 208-215.
Guiding Questions:
- Predict- how will the landscape around a volcano change if lava flows over it?
- What causes magma to push its way through faults and flow onto Earth's surface?
- Critical thinking (synthesis): Earthquakes and volcanoes often occur in the same areas. Why might this be?
Watch the video “How Volcanoes Work” at http://videos.howstuffworks.com/howstuffworks/231-how-volcanoes-work-video.htm. Also read the article at this site. Then take the “Ultimate Volcano Quiz” at http://science.howstuffworks.com/volcano-quiz.htm to test your knowledge.
Lecture #3: Students will make a model of a landslide. Infer- what effect does the steepness of a hill have on a landslide?
Students will read textbook Lesson 3, pages 216-221.
Guiding Questions:
- How can people avoid damage from landslides?
- Critical Thinking- Many volcanoes are high mountains covered with snow. How might a volcanic eruption on a snowy mountain cause a landslide?
- Evaluate- students make an argument about why it might be a bad idea to build homes and buildings on steep slopes or near the edges of cliffs.
Lesson Objectives
Objective 1: Students will understand the causes and effects of earthquakes.
Objective 2: Students will describe how volcanoes form and erupt. They will describe the effects of the eruption.
Objective 3: Students will explain how human development affects the natural process of landslides and land movement.
Course Introduction
Name: Deborah Anderson
Name of Course: The Solid Earth
Location of Course: http://deborah-anderson.blogspot.com
Course Module Topic: Rapid Changes on Earth
Content Area and Grade Level: Science – 4th grade
Description of Unit of Study: Students will learn three ways the Earth’s surface can change rapidly- earthquakes, volcanoes, and landslides. Students will read the text (either the eBook or paper text), use models, observe and analyze data, watch related videos, and use online resources to access information.
Overall Goals: While students are learning about how Earth changes, they will also learn new and refine previously learned technology skills, including using internet resources and making brochures on Microsoft Word.
Standards Met
NETS Standards:
Standard 2- Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students (a) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Standard 3- Research and Information Fluency: Students will apply digital tools to gather, evaluate, and use information. Students (a) plan strategies to guide inquiry; (b) locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media; (c) evaluate and select information sources and digital tools based on the appropriateness to specific tasks; (d) process data and report results.
Standard 4- Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students (a) identify and define authentic problems and significant questions for investigation; (c) collect and analyze data to identify solutions and/or make informed decisions.
Science Standards:
5.Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:
a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
ELA Standards:
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).
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