921-Steele,+Erika

Session 4 & Deliverable #2

Students will search for and post two article summaries to the **Teach Read Learn Science**, [] , blog each quarter.


 * Overview: **This blog will be a collaborative effort of Ms. Steele's Biology students to share science articles and news pieces.


 * Objectives: **
 * Students will… **
 * Use the Internet to find a current science new article
 * Summarize the article’s key points
 * Evaluate the connection of the article and the personal
 * Identify questions for further study
 * Utilize an educational blog
 * Read and comment on other students’ posts

1. Choose a current science news article (any science area: astronomy, marine biology, geology, ecology, chemistry, physics, forensics, anatomy, botany, zoology, environmental science, entomology, agriculture etc…). a. The article must be published (print or electronic) with the //author identified//. The news item cannot be from a web site and it must be at least 5 paragraphs in length. Lastly it must be unique – not already blogged about by a fellow classmate. <span style="font-family: 'Arial','sans-serif';">2. Summarize the article. <span style="font-family: 'Arial','sans-serif'; margin-left: 56pt; text-indent: -28.1pt;">a. Must include:• Full bibliographic source in MLA format • Summary of article in your own words• Evaluation and response to how this news/information will affect your world• Questions for further study—science related <span style="font-family: 'Arial','sans-serif';">3. Read other posts. <span style="font-family: 'Arial','sans-serif';">a. Comment on other article summaries.
 * <span style="font-family: 'Arial','sans-serif';">Assignment: **


 * <span style="color: black; font-family: 'Arial','sans-serif';">AASL Standards for 21st Century Learners **

<span style="color: #141413; font-family: 'Arial','sans-serif';">Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * <span style="color: #141413; font-family: 'Arial','sans-serif';">1.1.8 **

<span style="color: #141413; font-family: 'Arial','sans-serif';">Participate and collaborate as members of a social and intellectual network of learners.
 * <span style="color: #141413; font-family: 'Arial','sans-serif';">3.1.2 **

<span style="color: #141413; font-family: 'Arial','sans-serif';">Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
 * <span style="color: #141413; font-family: 'Arial','sans-serif';">3.2.2 **

<span style="color: #141413; font-family: 'Arial','sans-serif';">Read widely and fluently to make connections with self, the world, and previous reading.
 * <span style="color: #141413; font-family: 'Arial','sans-serif';">4.1.2 **


 * <span style="color: black; font-family: 'Arial','sans-serif';">RI ELA GSEs: **

<span style="color: black; font-family: 'Arial','sans-serif';">• R–10–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books
 * <span style="color: black; font-family: 'Arial','sans-serif';">R–10–16 Generates a personal response to what is read through a variety of means... **

<span style="color: black; font-family: 'Arial','sans-serif';">• R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations]
 * <span style="color: black; font-family: 'Arial','sans-serif';">R–10–7 Demonstrate initial understanding of informational texts (expository and practical texts) by... **

<span style="color: black; font-family: 'Helvetica','sans-serif';">• <span style="color: black; font-family: 'Arial','sans-serif';">R–10–14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts)
 * <span style="color: black; font-family: 'Arial','sans-serif';">R–10–14 Demonstrates the habit of reading widely and extensively* by… **

<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;">• <span style="color: black; font-family: 'Arial','sans-serif';">W–10–2.1 Selecting and summarizing key ideas to set context, appropriate to audience
 * <span style="color: black; font-family: 'Arial','sans-serif';">W–10–2 In response to literary or informational text, students show understanding of plot/ideas/concepts by... **


 * <span style="color: black; font-family: 'Arial','sans-serif';">RI Science GSEs: **

<span style="color: black; font-family: 'Arial','sans-serif';">Explain or evaluate potential bias in how evidence is interpreted in reports concerning a particular environmental factor that impacts the biology of humans.
 * <span style="color: black; font-family: 'Arial','sans-serif';">LS2 (9-11) NOS –5 **

<span style="color: black; font-family: 'Arial','sans-serif';">Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations).
 * <span style="color: black; font-family: 'Arial','sans-serif';">LS4 (9-11) NOS+INQ -9 **

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Memo To: Kathleen Sullivan, Curriculum Coordinator Science and Technology Department From: Erika Steele, Science Teacher Date: 7/6/11 Re: Curriculum Resource Wiki
 * Deliverable #3**
 * || Coventry High School ||

More and more students are being required to hone problem-solving skills. A portion of this skills set is linked to the collective processes of collaboration. While many teachers in our department are eagerly increasing their use of technology in the classroom, one aspect of Web 2.0 technologies is being under-utilized. Blogs and wikis are the primary tools of what make the Web 2.0 the Read/Write Web. Will Richardson in his book Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms addresses this issue in K-12 classrooms. To best shift this trend I agree with Richardson that teachers need to use these tools to become what he calls true collaborators (p. 133).

Members of our department have tremendous content knowledge. Any visit to the coffee room from as early as 6:30am will reveal lots of professional sharing of ideas, resources and strategies intertwined with a healthy does of kvetching. I would like to propose that we develop a department-based wiki to share ideas and resources. Each discipline would have a starting page with the curriculum and throughout the year as we worked through content all members will add and author links, lessons, and labs to the site. I have chosen the wiki as opposed to a blog because I believe that the wiki feature of what is known, as a history will allow us to track changes more effectively. The history also has the potential to help with larger adjustments to the core curriculum as we learn more about the soon to be introduced Common Core standards.

Lisa Nielson includes in her article for Technology and Learning that a wiki is a perfect choice for curriculum mapping and the discussion thread that can be enabled will allow for easy access for all department members. This is an improvement from say just meeting with the two or three members that share a similar prep period. Geoff Sheey blogs from South Dakota and writes about a community of practice. In his article published in Tech Trends, Sheehy emphasizes the importance of tapping into the knowledge of the department and promoting this sharing from the “bottom-up” to create a knowledge repository (p. 56). By introducing CHS Science and Technology teachers to the functionality of a wiki I foresee benefits beyond the usable dynamic end product of a resource website. Teachers will collaborate and experience the ease of use and applications to their own classroom. When teachers role-model appropriative uses of technology students will start to understand tools beyond Facebook, IMing and YouTube for their own learning.

Lastly, in anticipation of some reluctance on the part of some of the department members I will offer how-to assistance and firmly believe that once they start to access the site, they too will be inspired to share links and resources and edit content. Most will be amazed at how easy and bullet proof the wiki format is. During one of our department meetings I could easily demonstrate the basics of using the wiki and offer further assistance to those looking for more information. The wiki would be password protected and viewable only by members of the department – this too will hopefully encourage a more genuine discussion of our craft without fear of outside criticism from building administrators. (Carroll, p. 46)

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Works Cited

Carroll, J. M., Choo, C. W., Dunlap, D. R., Is- enhour, P. L., Kerr, S. T., MacLean, A., et al. (2003). Knowledge management support for teachers. Educational Technology, Research and Development, 51(4), 42-64.

Cheng, Gary, and Juliana Chau. "A Comparative Study of using Blogs and Wikis for Collaborative Knowledge Construction." //International journal of instructional media// 38.1 (2011): 71-8. Print.

Conole, Gráinne. "Facilitating New Forms of Discourse for Learning and Teaching: Harnessing the Power of Web 2.0 Practices." //Open Learning// 25.2 (2010): 141-51. Print.

Nielsen, Lisa. "Eight Ways To Use School Wikis." //Classroom Tech Learning, Education, PC, Mac, IPad, Bloomâs Taxonomy â Techlearning.com//. Tech & Learning, 21 July 2009. Web. 02 July 2011. <http://www.techlearning.com/article/22064>.

O'Hanlon, Charlene. "Trickle-Down Technology." //T H E Journal// 37.10 (2010): 28-33. Print.

Parr, Judy, and Lorrae Ward. "Building on Foundations: Creating an Online Community." //Journal of Technology and Teacher Education// 14.4 (2006): 775-93. //Education Full Text//. Web. 7 July 2011.

Richardson, Will. //Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms//. Thousand Oaks: Crowin Press, 2006. Print.

Sheehy, Geoffrey. "The Wiki as Knowledge Repository: Using a Wiki in a Community of Practice to Strengthen K-12 Education." //TechTrends: Linking Research & Practice to Improve Learning// 52.6 (2008): 55-60. Print. _____________________________________________
 * Session 12 Final Project**

//This is a Unit that I currently teach which is highly adaptable to using some of the Web 2.0 tools and resources. I give students time in class with laptops and usually a web page with a list of science resources that I have vetted. Invariably some students struggle to find the necessary details about the disorder such as the chromosome afflicted, the person credited with discovering the disorder and the current research on the topic. Meanwhile other students breeze through the task and often are finding valuable resources that could help other students. By implementing a wiki to provide as a collaborative sharing space I think that all will benefit. It will also provide me with a easy way to monitor and track student progress through the journey. This is the main focus of this project but as this unfolded I also was able to incorporate some other applications such blogging the "Mendel Thank You Letter" assignment and encouraging kids to use Prezi or a screentoaster.com to assemble a more creative end product.//


 * Genetics Unit Plan**

//Blogging – blogger.com//
 * Lesson Plan#1 - Mendelian Inheritance**

Introduction: Gregor Mendel is considered the father of genetics. An interesting part of his story is his adherence to the scientific process. As a botanist and a scientist Mendel was said to keep detailed records, strictly follow his experimental procedures and repeat his work. Mendel’s contribution is thus a combination of basic genetic principles and a model of the scientific method.

Goals: LS3 (9-11) -7, LS3 (9-11)-6
 * Be able to identify the basic principles of heredity.
 * Describe Mendel’s procedure and principles.
 * Write a letter and post to the class blog.

Pre-Activities: Prior to introducing Mendel’s history, students will learn about blogging and Internet safety. Students will have practiced creating posts, and commenting on other posts.

Key terms:

true-breeding self-pollination cross-pollination allele hybrid F1 F2 dominant recessive phenotype genotype segregation independent assortment

Writing Assignments: Students will write a letter to Gregor Mendel and post this letter to the class blog. The letter will include


 * 1) history of genetics
 * 2) overview of DNA (remember that Mendel did not know about DNA)
 * 3) present day applications of modern genetics
 * 4) student will inform Herr Mendel of his impact on the biological sciences and thank him

Extension and Adaptation: Students could include hyperlink to some digital resources about Mendel and/or molecular mechanics. This assignment could easily be adapted to any number of historical scientists such as Anton von Leeuwenhoek, James Watson and Francis Crick, Rosalind Franklin, Barbara McClintock, Henrietta Lacks, Stephen Jay Gould…

Assessment: Rubric 3 pts for presentation, and mechanics 3 pts for each of the four components, must be accurate and readable 2 pts for creativity 2 pts for commenting on a classmates post

//Online drawing tool – drawanywhere.com//
 * Lesson Plan #2 – Pedigrees & Punnett Squares**

Introduction: After learning about Mendel’s contributions students will be introduced to the experimental protocols for his work. To best analyze Mendel’s outcomes students will learn to create Punnett squares. To apply this knowledge students will survey friends and family for some simple human genetic traits that follow the Mendelian pattern of inheritance. The research gathered will be displayed in a pedigree chart that will be created using the Web 2.0 tool drawanywhere.com. Students will then apply this to consider possible genotypic and phenotypic outcomes using Punnett squares.

Goals: LS3 (9-11) -7 7b investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).


 * Research and create human pedigree using web based drawing tool.
 * Create a Punnett square and calculate the phenotypic and genotypic outcomes of a di-hybrid cross.
 * Explain how probability applies to genetics.

Pre-Activities: Students will need to learn the vocabulary for this unit. Students will be encouraged to use quizlet.com for vocab review.

Key terms: heredity genes traits autosome sex-linked gene homozygous heterozygous codominance incomplete dominance

Writing Assignments: Students will create a pedigree chart tracing a human trait (attached ear lobes, tongue rolling, widow’s peak) and employ standard pedigree symbols to indicate relationships. Students will be quizzed both on the vocabulary and on Punnett square practices problems.

Extension and Adaptation: The obvious extension is to permit people to research other families or even celebrities or fictional families. This eliminates any pressure on students from small families, foster families or step families.

Assessment: Rubric for human pedigree project and 2 quizzes.

Pedigree Score Sheet __________(4) (Poster Board) Format __________(4) Title with delineated generations __________(4) Neatness (straight edge format) __________(8) Symbols (male, female, heterozygotes, carriers and inflicted) __________(8) Key ­__________(12) Genotypes and Phenotypes __________(40) TOTAL

//Video – PowerPoint, animoto.com, screentoaster.com//
 * Lesson Plan #3 – Mitosis & Meiosis**

Introduction: Mitosis v. Meiosis. Of the five characteristics of all living things, cell division falls under the umbrella of growth/development and reproduction for some unicellular organisms. The process of mitosis and its focus on the accurate division of the genetic material sets the stage for the study of DNA and its role in the cell.

Goals: LS3 (9-11) -7, W–10–6, OC-10-2

7aa distinguishing the stages of mitosis and meiosis and how each contributes to the production of offspring with varying traits
 * Students will know why cells need to divide, the overall cell cycle and the various phases of cell division.
 * Sequence the steps of cell division.
 * Compare and contrast meiosis and mitosis.
 * Create an animation model of the two processes.

Pre-Activities: Students will need to understand the mechanics of molecular biology.

Key vocabulary: cell division cell cycle mitosis meiosis crossing-over gamete prophase metaphase anaphase telophase chromatid centriole spindle cytokinesis centromere haploid diploid

Writing Assignments: Students will write the narration to their animations of the mitosis and meiosis processes. They will focus on the genetic material and use all appropriate vocabulary.

Extension and Adaptation: The goal will be to display these processes as chronologies. Students will choose a presentation style to model mitosis and meiosis. Some options include clay-mation of various stages or a video of the processes. The steps will be narrated to explain what is happening to the chromosomes throughout the phases of the cell cycle.

Assessment: Rubric

Meiosis/Mitosis Animation


 * || 4 || 3 || 2 || 1 ||
 * # of phases ||  ||   ||   ||   ||
 * accuracy of drawings/cells ||  ||   ||   ||   ||
 * neatness/readability ||  ||   ||   ||   ||
 * details of phase narration ||  ||   ||   ||   ||

//Word processing software, library databases, google documents//
 * Lesson Plan #4 - Human Genetic Disorder Research**

Introduction: This 10th grade portfolio task requires that students research a human genetic disorder and prepare a paper about the symptoms, treatments and genetics behind the affliction. The process will allow them to put into practice information literacy skills such as selecting, evaluating, organizing information in an ethical way.

Goals: LS3 (9-11) -7 NOS -6, R–10–15, W–10–6,

Pre-Activities: This will serve as the culmination of the previous 3 lessons. In addition, students will need to learn about the class wiki and how to post discussion questions and research sources that they have found to be valuable.
 * Research and complete source map outline on specific human genetic disorder.
 * Share resources and map progress using class wiki page
 * Access CHS Library Catalog
 * Books – local and RICAT
 * Web Express
 * Write research paper

Writing Assignments: Complete and share the Source Map Outline and write research paper. The process will include using a Website Evaluation checklist if a commercial site is chosen for research. They will also share their individual research progress on a page they have created for their disorder.

Extension and Adaptation: Students can choose their own human genetic disorder topic and will be encouraged to contact a support group for families and individuals that have direct contact with their chosen genetic disorder.

Assessment: Research paper rubric (departmental)

//Presentation software or application – PowerPoint, Prezi.com//
 * Lesson Plan #5 – Human Genetic Disorder Presentations**

Introduction: Students will be the true experts on this topic and they will be the only ones in the class that have studied the details about this particular genetic disorder. Their presentations will be a way to formally share their information with the class and they will be expected to answer questions from their peers regarding the human genetic disorder investigated.

Goals: LS3 (9-11) -7, R–10–15, W–10–6, OC-10-2


 * Create visual digital presentation using a Web 2.0 tool or computer software
 * Present research to audience of peers
 * Answer questions about details of human genetic disorder
 * Create Work Cited page for all sources used

Writing Assignments: The written part will be the works cited page in the MLA format for the presentation. Students will need to include not just research sources but any video clips, testimonials and images included in the presentation.

Extension and Adaptation: The oral presentation can be pre-recorded as a video presentation. Students can choose the format for their presentation.

Assessment: Rubric for both research paper and oral presentation. (departmental)