Searle,+Malaree

Malaree Searle Deliverable #2: Incorporating an Edublog into an existing lesson. __Background__ Many of the students enrolled in my animal science courses have little to no experience with livestock production. Unfortunately, several of them also have no genuine interest in animal science and are taking the course as a means of earning a science credit. Therefore, one of my main goals is to not only to provide basic information in regards to how livestock is raised but more importantly to demonstrate to my students how it affects them as agricultural consumers. I want to help them make educated decisions when it comes to issues that affect the American livestock industry and our country’s food supply.

At the close of our unit on Dairy Science, the students complete an anchor assignment in regards to the use of hormones in dairy production. Their task is to write a persuasive essay in which they support their opinion on the issue. We spend a considerable amount of time discussing the use of rBST (recomnbinent bovine somatatropin) as well as how to properly write a persuasive essay. This is a newer assignment that I incorporated into the curriculum only two years ago. To be quite honest, I have been somewhat dissatisfied with the results. It seems as though the students just aren’t getting it and are missing the “bigger picture”. I am hoping that by incorporating my blog into this lesson, it will foster more discussion and sharing of ideas among the students and in turn will assist them in writing better developed essays.

We begin this assignment by reading an informative article about rBST. I would provide students with acesss to our school computer lab in order to complete this assignment.

__Lesson Plan__ __Objective:__ Students will gain basic knowledge of the use of rBST in the dairy industry through successfully reading and commenting on an informative article. This learning experience will help students in forming an educated opinion on the issue and serve as the basis for an upcoming essay assignment.

__Ponaganset Graduation Expectations (PGE)__

RD1 Demonstrates initial understanding of literary text (GSE - R-4) and analyzes and interprets literary texts, (GSE - R-5) citing evidence as appropriate (GSE - R-6)

RF (reflecting) - The student effectively reflects on his/her thinking and/or performance.

__National Content Standards__

AS.06.02.01.b. Discuss consumer concerns with animal production practices relative to human health.

__Prior Knowledge:__ Students will have received prior instruction in using and creating posts on the class blog.

__Instruction:__

Part 1 Step 1: Students will read the informative article via a link on the classroom blog.

Step 2: After reading the article, each student will be required to post a comment in regards to their initial opinion on the use of rBST. In their post, they will be required to answer the following questions. 1. After reading the article, do you feel as though rBST should remain legal for use by dairy producers? Why or why not? If you are still uncertain, explain which aspects you do agree with and which you don’t. 2. What additional questions do you have about rBST or are there things that you do not understand?

Part 2

Step 1: Students will now be asked to read the comments posted by their classmates. They will be given a graphic organizer type handout in which they are asked to record the comments that they agree with and those that they disagree with. They will also be encouraged to respond via the blog to any of their classmates’ posts.

__Accommodations:__ A modified version of the text may be provided to students with reading difficulties. Students needing additional time or computer access may stay after school either in the classroom or school library (available for use Tuesday through Thursday).

__Assessment:__ Students will initially be assessed on the comments that they post after reading the article. A rubric will be administered and reviewed prior to the assignment (//similar to the rubric for students comments that was incorporated in session 4)//. Students will also be assessed on their completion of the graphic organizer in which they review and summarize their classmates’ comments.

__Extension:__ It is my hope that the blogging that occurs during this assignment will serve as a foundation for further discussion. Often during class it is difficult to get more than a handful of students to comment about any issue (never mind one they are not entirely familiar with). Requiring students to comment via the blog may remedy this is several ways. First, it will force students to start thinking about the issue and organizing their thoughts into writing. Secondly, knowing that their comments will be viewed and commented on by their classmates may push them to put more time and thought into their responses. Thirdly, reviewing their classmates posts may help them to realize additional facts, opinions, arguments and thoughts regarding this issue that they had not previously considered. Finally, these posts will be a tool that they can refer back to when writing their papers if they should find themselves struggling. A major advantage of using the blog is not only that our “discussion” will be saved online but I think that students will find it more fun than just writing down things down or talking in class. Our students have become so accustomed to using technology that they seem to work better when it’s part of an assignment.

//Potential Trials, Tests, Missteps and Successes//

I would like to begin using my blog as soon as possible. I like the idea of using it as a daily agenda. I am a huge PowerPoint fan and currently post them on my teacher website via our school website. Posting them on the blog would not only allow students to access them but they could also post questions, comments and concerns. This would also be a great tool to reach students who are absent especially for extended periods of time.

I would like to implement this specific lesson in my animal science courses this year. We typically begin the assignment towards the end of quarter three. One of my biggest concerns in regards to doing so is that currently my school does not allow access to Blogger. There are a number of students in my class that do not have Internet access at home. Therefore, requiring them to complete this outside of class may be difficult for some. I also feel as though I am going to have to find time in this unit to really discuss “commenting etiquette”. I will have to really encourage the students to think about what they are posting especially in regards to one another. I am glad that Blogger allows me to see comments prior to posting in the event that a student responds to another student in an inappropriate manner. I am also concerned that the quality of the comments may not be what I’m expecting and as a result, the next step (completing the graphic organizer) will sort of “fall flat”. Like anything new, it’s going to take some time for students to get use to a different way of learning (although I think it will be a better way in the long run). I may want to consider doing a blogging practice-type activity prior to this.

In regards to successes, as previously stated, this activity will serve as a great tool for students as they begin writing their papers. I am hoping that it will really get them thinking and even foster some friendly debate.

Throughout the year, the students read a number of articles about different consumer issues. In the future, I would like to begin using this blog in the beginning of the year. Instead of just reading the article and answering questions the old fashioned paper and pencil way, students could read the articles and respond on the blog so that these comments would be saved for future use. Honestly, I think the results will be better simply because the students will find it more enjoyable.