1. Technology Framework The Four C’s designed into engaging lessons

2. 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)

3. 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!

4. Personal “What factors will affect the growth of plants?” Inquiry Project Step 4: ÜAs a team reach consensus on a research question you can investigate and answer ÜUse the accompanying sheet to document your work…

5. Principle #1 Concurrent Representations (1)Using media for multiple representations to develop student ideas Rationale: 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

6. 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

7. Principle #1 Concurrent Representations 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/Explain Revise your initial prediction

8. Principle #1 Concurrent Representations LEARNING TASK 1: Plant Growth PRE Activity (1) Predict Individually, with your team, class What does a plant need to grow?

9. Principle #1 Concurrent Representations LEARNING TASK 1: Plant Growth PRE Activity (2) Review  Visit the web sites for research What does a plant need to grow?

10. Principle #1 Concurrent Representations LEARNING TASK 1: Plant Growth PRE Activity (3) Evaluate/Explain Revise your initial predictions What does a plant need to grow?

11. Principle #2 Concept Construction (2) Using models to support dynamic student learning Rationale: 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

12. 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

13. Principle #2 Concept Construction 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

14. Principle #2 Concept Construction 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/

15. Personal “What factors will affect the growth of plants?” Inquiry Project Step 4: ÜAs a team reach consensus on a research question you can investigate and answer ÜUse the accompanying sheet to document your work…

16. Principle #3 Capture & Collection (3) Using probes to support data collection Rationale: Promoting Student Thinking about Phenomena, Experiences, and Knowledge Engaging Students with Relevant Phenomena Source: AAAS Project 2061 Textbook Analysis Procedure

17. 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

18. Principle #3 Capture & Collection 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

19. Principle #3 Capture & Collection LEARNING TASK 3: Research: What factors affect plant growth?  Set up the probes on your HPU  Collect some trial data  Save it someplace

20. Principle #4 Communication (4) Using computers to support data analysis and presentation Rationale: Promoting Student Thinking about Phenomena, Experiences, and Knowledge Source: AAAS Project 2061 Textbook Analysis Procedure

21. 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

22. Principle #4 Communication 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

23. Principle #4 Communication 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

24. Principle #4 Communication LEARNING TASK 5: Conclusion: What factors affect plant growth? - Make a claim supported by data - Present your claim incorporating

25. Principle #4 Communication LEARNING TASK 5: Conclusion: What factors affect plant growth? Claim Structure: ÜMake a Claim ÜSupport the claim with evidence ÜExplain how the evidence relates to the claim using scientific concepts

26. Principle #4 Communication 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

27. LEARNING TASK 5: Example “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.”

28. LEARNING TASK 5: Example 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

29. LEARNING TASK 5: Example 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

30. LEARNING TASK 5: Example 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

31. Harry Wong-isms Who are you? Re 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

32. When you get back to school…

33. Sources: Roseman, J. E., Kesidou, S., & Stern, L. (1997). Identifying curriculum materials for science literacy: A Project 2061 evaluation tool.Identifying curriculum materials for science literacy: A Project 2061 evaluation tool