According to a statement to the senate by the Minister of Education on July 6th 2007 “the Government of Trinidad and Tobago has approved a National Model for Education in Trinidad and Tobago 2007-2015” . This was a result of the implementation of the recommendations of the white paper on education 1993- 2003. “The model seeks to create a seamless system of quality education in keeping with the Vision 2020 mandate for education” (p. 5).
Among the goals of this recent model for educational development in Trinidad and Tobago is that students will be scientifically and technologically oriented. It is against this background and my participation in the course EDSC 6004: Information and Communication Technologies in the Science Classroom program at the University of the West Indies St. Augustine that I revise my initial philosophy statement.
My revised philosophy statement extents my initial philosophy statement to include my role as a leader in technology integration. It acknowledges that the use of technology is more pervasive today than at any point in history and that ICT is significantly enhancing and altering human activity. It acknowledges that ICT has tremendous potential for integrating the curriculum for all schools and that whatever the future holds ICT will play a significant part.
I believe now more than ever teachers need to prepare students to be functional in this uncertain future. We can be sure that the future will incorporate technologies not yet invented into the lives of citizens and we must adequately prepare them for this eventuality. I believe that my role now includes fostering leadership for meaningful integration of technology across the curriculum at Moruga Composite School in order to enhance student and teacher development. This is in accordance with the philosophy of the Ministry of Education.
My vision involves the use of ICTs for type 2 teaching and learning in order to promote integration and develop inquisitive, reflective, discerning and caring lifelong learners congruent who can positively adapt to the changing times in line with the mandate of the Ministry of Education.
References.
STATEMENT TO THE SENATE ON THE NATIONAL MODEL FOR EDUCTION IN TRINIDAD AND TOBAGO.
(2007). Retrieved. from http://www.moe.gov.tt/Docs/Responses/NationalMode2.pdf.
Monday, December 3, 2007
Saturday, December 1, 2007
Multimedia Lesson Plan
DATE: 28th November 2007
CLASS Form 4S
TIME: 90 Min.
UNIT Electricity
TOPIC Usefulness of a multimedia physics simulator for learning about Ohm’s Law.
Synopsis:
The relationship between voltage and current is one of the basic electrical laboratory activity done by students at MCS as part of their school based assessment. This follow up lesson is designed to serve two purposes. It will be used to determine if students can apply their knowledge in an unfamiliar context and make decisions about the suitability of an interactive freeware simulation designed by project pHET.
A website http://eohmslaw.googlepages.com was created for use in this lesson with links to the multimedia tool which is freely available on the internet. Students will follow the instructions on the website in order to complete the assignments.
In this lesson students will engage in the following activities:
Locate and use a multimedia simulator found on the internet to collect data in order to make decisions about its suitability for their study of physics.
Create a table and an associated graph using spreadsheet software.
Import table and graph into a word processor.
Complete a laboratory report.
Simulate communicate with program developers in order to improve a multimedia product.
Guiding Questions:
How should the tool be manipulated in order to obtain suitable data for the investigation?
What data needs to be collected in order to facilitate making the decisions?
What evidence is necessary for the decisions to be made?
How should feedback be provided to program developers in order to help them improve their product?
Science Principles supported by this lesson.
Problem solving:
Students are faced with a dilemma. They must investigate and make recommendations to their peers about the suitability of a simulator found on the internet for their study of electrical phenomena. They must devise strategies to interact effectively with the multimedia simulator and collect suitable data in order to facilitate sound decision making.
Decision making:
Based on their investigations students will have to make decisions about the suitability of the tool for use by themselves and their peers. The importance of the decision should prove motivating for students.
Use of technology:
Students will make use of computers, the internet and programs such as Microsoft Word and Microsoft Excel in order to complete the lesson. Students will be integrating technology in the classroom in a similar manner they will be required to in their future working lives.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
Creativity:
In this lesson students will interact with a multimedia tool in order to accomplish tasks. No instructions are provided for the use of the tool and students will have to devise strategies to interact with it in a creative manner. They will also create a laboratory report using technology. Students will demonstrate creative thinking while completing these tasks.
Communication and collaboration:
Students will be required to communicate and work collaboratively as teams in order to complete the activities and make a collaborative decision based on evidence. They are then required to communicate ideas effectively through the use of technology. Students will be able to communicate with the developers of the multimedia simulator in order to provide feedback about its effectiveness and how they think it should be improved.
Research and Information Fluency:
Students are required to plan strategies to guide inquiry into a problem. They are required to synthesize information, process data using technology and report results of their research into the effectiveness of the multimedia tool as part of this lesson.
Critical thinking:
During this lesson students will analyze data in order to make informed decisions about the suitability of the freeware tool for themselves and their peers. In order to make suitable decisions they will have to think critically.
Technology Operations and Concepts:
In order to complete the activities students will have to understand and use a website, spreadsheet, word processor and the interactive multimedia tool. The applications will have to be used in a productive manner in order to complete the objectives of the lesson.
Assessment Strategies:
A combination of formative and summarise assessment strategies are used throughout the lesson in order to evaluate student learning. The formative assessments are used to guide development of the lesson and provide feedback to students and the teacher. They will be monitored using a checklist (see appendix). If students are having difficulties at any stage of the lesson they can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using a report rubric. The rubric is displayed in the appendix at the end of the lesson plan.
The rubric will be handed out at the beginning of the lesson so that students will know what standards are required throughout the exercises.
Objectives.
At the end of the lesson, students will be able to:
Plan and communicate procedure for using technology to analyze a simulated system. (synthesis)
Create a standard laboratory report using programs found in the Microsoft Office Suite. (synthesis)
Communicate information to program developers in order to improve product. (Comprehension).
REFERENCES
Physics For You – Keith Johnson..
Microsoft Office For Windows – Steve Sagman.
pHET electrical circuit simulator at http://eohmslaw.googlepages.com
PREREQUISITES
Knowledge: Students should know that:
Under ideal conditions the current through a conductor is proportional to the applied voltage.
A graph can be used to show the relationship between variables.
The gradient of a graph provides useful information allowing conclusions to be made.
Skills: students should know how to
Locate a website given its URL.
Navigate a website.
Collect suitable data based on the problem to solve.
Tabulate data using spreadsheet software.
Create a graph using spreadsheet software.
Import tables and graphs into a word processor.
MATERIALS & RESOURCES
FOR TEACHER
Handouts for each student containing synopsis, lesson objectives and guiding questions.
For Each Group:
Computer with Microsoft Office 2003, flash and Java installed and with internet access.
Handout outlining activities for the lesson.
Rubrics for summative assessments.
CONCEPT STATEMENT.
The internet is a source of much information and mis-information. Students must be able to make sound decisions about the quality of multimedia presented for use on the internet. By applying creative thinking and scientific principles learnt in the classroom students should be able to make recommendations to their peers about the suitability of such multimedia for learning physics. They should also be able to provide feedback to program developers in order to improve the quality of multimedia product.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning procedure.
Interpreting and evaluating data.
Extracting and communicating ideas and observations.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2 States the purpose of the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate the website http://eohmslaw.googlepages.com
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Arrange themselves in pre-determined pairs to perform activities.
Locate the website.
Assessment:
Students understanding of the task will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students successfully locates the website.
(Formative; use of checklist)
Development:
Teacher
1) Focuses students’ attention on navigating the website which highlights the activities they will engage in during the lesson.
2) Focuses students’ attention on the multimedia simulator.
3) Observes student activities which follow, provides feedback as required and intervenes when asked to or it is determined necessary.
Focuses students’ attention on creating the lab report.
Students:
CLASS Form 4S
TIME: 90 Min.
UNIT Electricity
TOPIC Usefulness of a multimedia physics simulator for learning about Ohm’s Law.
Synopsis:
The relationship between voltage and current is one of the basic electrical laboratory activity done by students at MCS as part of their school based assessment. This follow up lesson is designed to serve two purposes. It will be used to determine if students can apply their knowledge in an unfamiliar context and make decisions about the suitability of an interactive freeware simulation designed by project pHET.
A website http://eohmslaw.googlepages.com was created for use in this lesson with links to the multimedia tool which is freely available on the internet. Students will follow the instructions on the website in order to complete the assignments.
In this lesson students will engage in the following activities:
Locate and use a multimedia simulator found on the internet to collect data in order to make decisions about its suitability for their study of physics.
Create a table and an associated graph using spreadsheet software.
Import table and graph into a word processor.
Complete a laboratory report.
Simulate communicate with program developers in order to improve a multimedia product.
Guiding Questions:
How should the tool be manipulated in order to obtain suitable data for the investigation?
What data needs to be collected in order to facilitate making the decisions?
What evidence is necessary for the decisions to be made?
How should feedback be provided to program developers in order to help them improve their product?
Science Principles supported by this lesson.
Problem solving:
Students are faced with a dilemma. They must investigate and make recommendations to their peers about the suitability of a simulator found on the internet for their study of electrical phenomena. They must devise strategies to interact effectively with the multimedia simulator and collect suitable data in order to facilitate sound decision making.
Decision making:
Based on their investigations students will have to make decisions about the suitability of the tool for use by themselves and their peers. The importance of the decision should prove motivating for students.
Use of technology:
Students will make use of computers, the internet and programs such as Microsoft Word and Microsoft Excel in order to complete the lesson. Students will be integrating technology in the classroom in a similar manner they will be required to in their future working lives.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
Creativity:
In this lesson students will interact with a multimedia tool in order to accomplish tasks. No instructions are provided for the use of the tool and students will have to devise strategies to interact with it in a creative manner. They will also create a laboratory report using technology. Students will demonstrate creative thinking while completing these tasks.
Communication and collaboration:
Students will be required to communicate and work collaboratively as teams in order to complete the activities and make a collaborative decision based on evidence. They are then required to communicate ideas effectively through the use of technology. Students will be able to communicate with the developers of the multimedia simulator in order to provide feedback about its effectiveness and how they think it should be improved.
Research and Information Fluency:
Students are required to plan strategies to guide inquiry into a problem. They are required to synthesize information, process data using technology and report results of their research into the effectiveness of the multimedia tool as part of this lesson.
Critical thinking:
During this lesson students will analyze data in order to make informed decisions about the suitability of the freeware tool for themselves and their peers. In order to make suitable decisions they will have to think critically.
Technology Operations and Concepts:
In order to complete the activities students will have to understand and use a website, spreadsheet, word processor and the interactive multimedia tool. The applications will have to be used in a productive manner in order to complete the objectives of the lesson.
Assessment Strategies:
A combination of formative and summarise assessment strategies are used throughout the lesson in order to evaluate student learning. The formative assessments are used to guide development of the lesson and provide feedback to students and the teacher. They will be monitored using a checklist (see appendix). If students are having difficulties at any stage of the lesson they can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using a report rubric. The rubric is displayed in the appendix at the end of the lesson plan.
The rubric will be handed out at the beginning of the lesson so that students will know what standards are required throughout the exercises.
Objectives.
At the end of the lesson, students will be able to:
Plan and communicate procedure for using technology to analyze a simulated system. (synthesis)
Create a standard laboratory report using programs found in the Microsoft Office Suite. (synthesis)
Communicate information to program developers in order to improve product. (Comprehension).
REFERENCES
Physics For You – Keith Johnson..
Microsoft Office For Windows – Steve Sagman.
pHET electrical circuit simulator at http://eohmslaw.googlepages.com
PREREQUISITES
Knowledge: Students should know that:
Under ideal conditions the current through a conductor is proportional to the applied voltage.
A graph can be used to show the relationship between variables.
The gradient of a graph provides useful information allowing conclusions to be made.
Skills: students should know how to
Locate a website given its URL.
Navigate a website.
Collect suitable data based on the problem to solve.
Tabulate data using spreadsheet software.
Create a graph using spreadsheet software.
Import tables and graphs into a word processor.
MATERIALS & RESOURCES
FOR TEACHER
Handouts for each student containing synopsis, lesson objectives and guiding questions.
For Each Group:
Computer with Microsoft Office 2003, flash and Java installed and with internet access.
Handout outlining activities for the lesson.
Rubrics for summative assessments.
CONCEPT STATEMENT.
The internet is a source of much information and mis-information. Students must be able to make sound decisions about the quality of multimedia presented for use on the internet. By applying creative thinking and scientific principles learnt in the classroom students should be able to make recommendations to their peers about the suitability of such multimedia for learning physics. They should also be able to provide feedback to program developers in order to improve the quality of multimedia product.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning procedure.
Interpreting and evaluating data.
Extracting and communicating ideas and observations.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2 States the purpose of the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate the website http://eohmslaw.googlepages.com
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Arrange themselves in pre-determined pairs to perform activities.
Locate the website.
Assessment:
Students understanding of the task will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students successfully locates the website.
(Formative; use of checklist)
Development:
Teacher
1) Focuses students’ attention on navigating the website which highlights the activities they will engage in during the lesson.
2) Focuses students’ attention on the multimedia simulator.
3) Observes student activities which follow, provides feedback as required and intervenes when asked to or it is determined necessary.
Focuses students’ attention on creating the lab report.
Students:
1). Navigates the website and in pairs discuss the activities to be performed and their specific roles during each.
2). Interact with the simulator in order to understand how it functions.
3). Discuss the strategy they will implement in order to investigate the suitability of the simulator for use by physics students.
4). Develop a collaborative plan of action.
5).Students implement their plan and collect data for analysis.
6). Students tabulate data in spreadsheet software.
7). Students create a graph of data in the spreadsheet program.
Assessment:
Students create the lab report by importing spreadsheet components into the word processor.
Students articulated conceptions of the task. as well as their division of labor. Each student knows his/her role.
(Formative; use of checklist).
Students’ ability to manipulate the controls of the simulator will be assessed (Formative; use of checklist).
Active participation by each member of the pair of students in discussions related to the accomplishment of task. (Formative; use of checklist)
Students outline a plan which includes the data to be collected and a clear idea of how it will be used.
(Formative; use of checklist)
Suitable data is collected.
(Formative; use of checklist)
Table has appropriate headings with units.
Data is centered in each column.
Data is arranged in ascending or descending order.
(Summative)
A suitable type of graph is used.
Data points are clearly shown.
Best straight line is drawn.
Line is extended to cut the y- axis.
Gradient of line is obtained.
Student relates gradient with the value of the resistance.
(Summative).
The quality of the report produced (Summative; use of rubric.)
CONSOLIDATION
Students will generate an e-mail message to the developers of pHET simulation software at phethelp@colorado.edu. Based on their findings students as a whole group will advise the developers on ways they can further develop the product to suit the needs of physics students. (Summative).
See Appendix for:
Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.
Appendix.
Assessments.
Checklist for formative assessments.
Questions asked about tasks.
Students located Website
Student can navigate website.
Active participation in discussions.
Each student knows his/her roles.
Student can manipulate simulator.
Clear plan of action outlined.
Suitable data collected.
Student work as a team member.
Rubric for assessing report.
Date: ……………………………..
Class: …………………………
Report Rubric.
Teacher Name: ______________________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Data Table
Table has appropriate headings.
Units are included.
Data is centered in each column.
Data is arranged in ascending or descending order.
One component missing or inappropriately done.
Two components missing or inappropriately done.
Three components missing or inappropriately done.
Quality of Graph
A suitable type of graph is used.
Data points are clearly shown.
Best straight line is drawn.
Line is extended to cut the y- axis.
One component missing or inappropriately done.
Two components missing or inappropriately done.
Three components missing or inappropriately done.
Use of graph.
Gradient of line is obtained.
Student relates gradient with the value of the resistance.
One component missing or inappropriately done.
Total: ……………………………..
e-mail Rubric.
Teacher Name: _________________ Date: _______________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Total: __________________
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
Students will be assessing the suitability of multimedia software for learning physics concepts.
Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students.
In addition students will be using knowledge gained in the classroom in an unfamiliar context and be interacting with technology to determine if it suits the purpose for which it was intended and make suggestions for its improvement.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Providing meaningful feedback to the development of the software product.
What is the best way for me to assess students' learning progress and products?
A checklist will be used to facilitate formative assessments.
Rubrics will be used to facilitate summative assessment.
The e-mail developed will be assessed.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
Instruction will be interdisciplinary (physics, communication, information technology).
The students will be paired.
Activities will be a combination of directed and constructivist.
Have I allowed students enough time to get used to materials before beginning a graded activity? Yes they have used websites in lessons before.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Office 2003 installed.
The PhET simulations are written in Java and Flash and can be run using a standard web browser as long as the latest Flash and Java plug-ins are installed.
How many computers and copies of software are available?
Eight computers readily available with Microsoft Office 2003 installed with flasn and Java capabilities.
The website has been developed and is ready for use.
Over what time period and for how long will technology resources be needed?
28th November2007 period 3 and 4.
(Class could spill over into lunch time but it would not be a problem)
Do I need to schedule time in a lab?
Yes I did.
Have I checked out the legality of the uses I want to make?
Software is legal.
Have I provided for students' privacy and safety?
Yes.
Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
· Have I identified instructional tasks? Yes.
· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes, The checklist will provide evidence that students are accomplishing the tasks.
· Have I used instruments to collect data on the impact of the activity?
The checklist and rubric will provide feedback.
Educational Software Evaluation Form.
Note:
This product was the result of a group activity. I have modified it somewhat and posted it because I think it is useful. The group members are listed below.
Title: _________________________
Publisher: ____________________
Copyright: _________ Version: ________________
Is software relevant to curriculum? Yes No
Indicate curriculum.
NCSE CSEC CAPE OTHER
Indicate Subject Area/s ____________________________________________________________
Platform. Mac Windows Linux Other
Platform version. _____________________________________________
Media: Audio tape VHS Cd Rom DVD
Internet needed? Yes No
Minimum connection speed.
28.8 Kbs 56 Kbs 128 Kbs 256 Kbs > 256 Kbs
Program Support:
Sample screens provided. Yes No
Resource information provided. Yes No
Comment:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Teacher Support:
The instructional manual or program provides:
Instructional objectives. Yes No
Lesson plans. Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student Support:
Clear directions provided in program documentation. Yes No
Clear directions provided when using the program. Yes No
Reproducible student pages provided. Yes No
Student booklets Yes No
Student Journal Yes No
E-mail options Yes No
Spreadsheet Yes No
Calculator Yes No
Print options Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
Content:
Material is provided impartially and
without bias or distortion. Yes No
Content is current. Yes No
Content is thorough. Yes No
Content is age appropriate. Yes No
Content is reliable. Yes No
Content is clear. Yes No
Content is frequently referenced. Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Assessment:
Pre test. Yes No
Post test. Yes No
Allows record keeping by students Yes No
Allows record keeping by group Yes No
Has assessment guidelines Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Technical Quality
Installation and setup Clear Not Clear
Auto run Yes No
Additional software needed Yes No
If yes please state:
QuickTime for Windows
Classroom (See guidelines provided).
Please check off those relevant.
Assess IT MC SW
AT IN MM SC
CC KB PS SS
EC LA PRODEV SN
HYPER MA RL TE
WL
Ability Level.
Primary: FY SY ST1 ST2 ST3 ST4 ST5 ST6
Secondary: Form 1 Form 2 Form 3 Form 4 Form 5
Tertiary: Lower 6 Upper 6 Technical School/University
Promotes:
Creativity Higher Order Thinking Collaboration
Problem Solving Discovery Memorization
Deduction Induction
Weaknesses:
Needs internet support to access the user guide.
Vague set up instructions. User must have some skill at installing software.
The start-up time for the software is too long
It was not made clear that this was one of a series of software to be purchased.
The graphics at the beginning gave the idea that several creatures could be dissected.
Not all the text is visible on some screens.
May not be culturally sensitive.
No rubric with report card.
Resource areas for student investigations are not provided
Others.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Strengths:
A user guide is available.
Program map is user friendly.
Provides information and evaluation.
Provides instructions on how to navigate the program.
Images are authentic.
Redo and undo features provided.
Instructions are clear.
Program is simple and straightforward.
Others:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Final Report Card.
Teacher Support. A B C D F
Student Support A B C D F
Content. A B C D F
Assessment. A B C D F
Technical Quality. A B C D F
Instructional Design. A B C D F
Recommendations:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reviewers’ Names: Sean Balkissoon, Annette Barton, Edwin Ramsaran, Taliba Ayodike.
Contact Information
edramsaran@yahoo.com
seanbalkissoon@gmail.com
annadoo21@hotmail.com
tayodike@hotmail.com
Date: _______________________
Overall Rating _________
This product was the result of a group activity. I have modified it somewhat and posted it because I think it is useful. The group members are listed below.
Title: _________________________
Publisher: ____________________
Copyright: _________ Version: ________________
Is software relevant to curriculum? Yes No
Indicate curriculum.
NCSE CSEC CAPE OTHER
Indicate Subject Area/s ____________________________________________________________
Platform. Mac Windows Linux Other
Platform version. _____________________________________________
Media: Audio tape VHS Cd Rom DVD
Internet needed? Yes No
Minimum connection speed.
28.8 Kbs 56 Kbs 128 Kbs 256 Kbs > 256 Kbs
Program Support:
Sample screens provided. Yes No
Resource information provided. Yes No
Comment:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Teacher Support:
The instructional manual or program provides:
Instructional objectives. Yes No
Lesson plans. Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student Support:
Clear directions provided in program documentation. Yes No
Clear directions provided when using the program. Yes No
Reproducible student pages provided. Yes No
Student booklets Yes No
Student Journal Yes No
E-mail options Yes No
Spreadsheet Yes No
Calculator Yes No
Print options Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
Content:
Material is provided impartially and
without bias or distortion. Yes No
Content is current. Yes No
Content is thorough. Yes No
Content is age appropriate. Yes No
Content is reliable. Yes No
Content is clear. Yes No
Content is frequently referenced. Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Assessment:
Pre test. Yes No
Post test. Yes No
Allows record keeping by students Yes No
Allows record keeping by group Yes No
Has assessment guidelines Yes No
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Technical Quality
Installation and setup Clear Not Clear
Auto run Yes No
Additional software needed Yes No
If yes please state:
QuickTime for Windows
Classroom (See guidelines provided).
Please check off those relevant.
Assess IT MC SW
AT IN MM SC
CC KB PS SS
EC LA PRODEV SN
HYPER MA RL TE
WL
Ability Level.
Primary: FY SY ST1 ST2 ST3 ST4 ST5 ST6
Secondary: Form 1 Form 2 Form 3 Form 4 Form 5
Tertiary: Lower 6 Upper 6 Technical School/University
Promotes:
Creativity Higher Order Thinking Collaboration
Problem Solving Discovery Memorization
Deduction Induction
Weaknesses:
Needs internet support to access the user guide.
Vague set up instructions. User must have some skill at installing software.
The start-up time for the software is too long
It was not made clear that this was one of a series of software to be purchased.
The graphics at the beginning gave the idea that several creatures could be dissected.
Not all the text is visible on some screens.
May not be culturally sensitive.
No rubric with report card.
Resource areas for student investigations are not provided
Others.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Strengths:
A user guide is available.
Program map is user friendly.
Provides information and evaluation.
Provides instructions on how to navigate the program.
Images are authentic.
Redo and undo features provided.
Instructions are clear.
Program is simple and straightforward.
Others:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Final Report Card.
Teacher Support. A B C D F
Student Support A B C D F
Content. A B C D F
Assessment. A B C D F
Technical Quality. A B C D F
Instructional Design. A B C D F
Recommendations:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reviewers’ Names: Sean Balkissoon, Annette Barton, Edwin Ramsaran, Taliba Ayodike.
Contact Information
edramsaran@yahoo.com
seanbalkissoon@gmail.com
annadoo21@hotmail.com
tayodike@hotmail.com
Date: _______________________
Overall Rating _________
Internet Acceptable Use Policy (AUP)
Background:
At Moruga Composite School we recognize that the Internet is a valuable tool for communication and educational research. While we encourage its use we also recognize that it is possible for this facility to be abused. As such the use of computers, software and the internet by staff and students is strictly for educational purposes. Any other use is forbidden. We reserve the right to access information about the sites visited by any user at any time.
Internet Acceptable Use and Conduct.
Access to the internet using computers in the physics lab at Moruga Composite School by staff and students is a privilege not a right. Uses other than for legitimate educational purposes and/or science based research are not permitted at any time.
Before students can access the Internet using the computers in the physics lab their parents or legal guardian must sign a consent and waiver form removing all liability from Moruga Composite School, its teachers and the Ministry of Education of Trinidad and Tobago for material acquired and contacts made while using the facility. There will be no variation to this policy.
Each physics student satisfying the requirements stated in 2 will be issued a username and a password. Students may change their password when they first access their account. Details of individual accounts should not be made public for security reasons. Students who forget their passwords should immediately inform the supervisor in charge.
All physics students accessing the internet through the lab computers are to observe appropriate behavior at all times. This includes observing acceptable standards of internet etiquette. The use of e-mails to send and/or receive offensive and/or illegal material is strictly prohibited.
Because the computer terminals are located in the physics lab students are not allowed to invite guests to make use of the facilities. There will be no variation to this policy.
Because of limited amount of terminals available students will have to book time in advance of computer use. Each terminal has an associated record book in which students will indicate their name and the time they intend to use the computer. Students will not tamper with the entry of others and only use the computers during their time period.
Students will be allowed to use the computers for one hour sessions in the first instance. Only when there are available time slots will students be allowed to continue beyond this time. Students will remove all downloaded material and log off the computers when their session is completed.
Prohibited Activities and Uses.
Using the internet to receive and/or transmit obscene, offensive, abusive, racial and/or sexually explicit material.
Using the internet to obtaining copyright material such as text, images, sounds or software for personal or academic purposes.
Revealing the personal details of anyone including yourself to contacts made while using the internet.
Attempting to access other user’s accounts or personal information without their written permission.
Attempting to use portable software (including but not limited to file sharing software, games and unauthorized internet chat tools) on computers in the lab.
Consuming food and/or drink while in the lab.
Any activity which can harm or reasonably be thought of as capable of causing harm to other users, personnel and equipment found in the lab.
Sanctions.
All students accessing the internet through the computers in the physics lab are required to abide by the stated rules. Unacceptable use will result in suspension of the offender’s privileges for one day in the first instance, one week at the second and complete revocation of the privilege thereafter.
Without any prejudice to 1 all illegal internet activities will be immediately reported to the School Security Officers (SSOs). It should be noted that charges can be laid by these officers depending on the nature of the activity. The School Supervisor 111 of the South Eastern Educational District will be informed.
Students engaging in activities which can reasonably be considered harmful to users, personnel or equipment will have their privileges immediately revoked pending an investigation by the Deans. The outcome of any investigation will be final.
References.
cybercrime.gov. (2005). MODEL ACCEPTABLE USE POLICY INFORMATION TECHNOLOGY RESOURCES IN THE SCHOOLS Retrieved November 19th 2007, from http://www.cybercrime.gov/rules/acceptableUsePolicy.htm
Sanfilippo, S., & DeStefano, M. (2001). INTERNET ACCEPTABLE USE POLICY [Electronic Version]. Retrieved 18th November 2007 from
http://schools.nycenet.edu/Region7/is201/internet_acceptable_use_policy_is201.htm.
Washington State Department of Information Services. (2007). K-20 Network Conditions of Use and Acceptable Use Policy. Retrieved 19th November 2007, from http://www.dis.wa.gov/enterprise/k20network/aup.aspx
At Moruga Composite School we recognize that the Internet is a valuable tool for communication and educational research. While we encourage its use we also recognize that it is possible for this facility to be abused. As such the use of computers, software and the internet by staff and students is strictly for educational purposes. Any other use is forbidden. We reserve the right to access information about the sites visited by any user at any time.
Internet Acceptable Use and Conduct.
Access to the internet using computers in the physics lab at Moruga Composite School by staff and students is a privilege not a right. Uses other than for legitimate educational purposes and/or science based research are not permitted at any time.
Before students can access the Internet using the computers in the physics lab their parents or legal guardian must sign a consent and waiver form removing all liability from Moruga Composite School, its teachers and the Ministry of Education of Trinidad and Tobago for material acquired and contacts made while using the facility. There will be no variation to this policy.
Each physics student satisfying the requirements stated in 2 will be issued a username and a password. Students may change their password when they first access their account. Details of individual accounts should not be made public for security reasons. Students who forget their passwords should immediately inform the supervisor in charge.
All physics students accessing the internet through the lab computers are to observe appropriate behavior at all times. This includes observing acceptable standards of internet etiquette. The use of e-mails to send and/or receive offensive and/or illegal material is strictly prohibited.
Because the computer terminals are located in the physics lab students are not allowed to invite guests to make use of the facilities. There will be no variation to this policy.
Because of limited amount of terminals available students will have to book time in advance of computer use. Each terminal has an associated record book in which students will indicate their name and the time they intend to use the computer. Students will not tamper with the entry of others and only use the computers during their time period.
Students will be allowed to use the computers for one hour sessions in the first instance. Only when there are available time slots will students be allowed to continue beyond this time. Students will remove all downloaded material and log off the computers when their session is completed.
Prohibited Activities and Uses.
Using the internet to receive and/or transmit obscene, offensive, abusive, racial and/or sexually explicit material.
Using the internet to obtaining copyright material such as text, images, sounds or software for personal or academic purposes.
Revealing the personal details of anyone including yourself to contacts made while using the internet.
Attempting to access other user’s accounts or personal information without their written permission.
Attempting to use portable software (including but not limited to file sharing software, games and unauthorized internet chat tools) on computers in the lab.
Consuming food and/or drink while in the lab.
Any activity which can harm or reasonably be thought of as capable of causing harm to other users, personnel and equipment found in the lab.
Sanctions.
All students accessing the internet through the computers in the physics lab are required to abide by the stated rules. Unacceptable use will result in suspension of the offender’s privileges for one day in the first instance, one week at the second and complete revocation of the privilege thereafter.
Without any prejudice to 1 all illegal internet activities will be immediately reported to the School Security Officers (SSOs). It should be noted that charges can be laid by these officers depending on the nature of the activity. The School Supervisor 111 of the South Eastern Educational District will be informed.
Students engaging in activities which can reasonably be considered harmful to users, personnel or equipment will have their privileges immediately revoked pending an investigation by the Deans. The outcome of any investigation will be final.
References.
cybercrime.gov. (2005). MODEL ACCEPTABLE USE POLICY INFORMATION TECHNOLOGY RESOURCES IN THE SCHOOLS Retrieved November 19th 2007, from http://www.cybercrime.gov/rules/acceptableUsePolicy.htm
Sanfilippo, S., & DeStefano, M. (2001). INTERNET ACCEPTABLE USE POLICY [Electronic Version]. Retrieved 18th November 2007 from
http://schools.nycenet.edu/Region7/is201/internet_acceptable_use_policy_is201.htm.
Washington State Department of Information Services. (2007). K-20 Network Conditions of Use and Acceptable Use Policy. Retrieved 19th November 2007, from http://www.dis.wa.gov/enterprise/k20network/aup.aspx
Web Page Evaluation Checklist.
Use this tool to review the webpage(s) you visit on the internet.
Check the appropriate boxes.
(Note that the Formatting of the original document was destroyed)
The comments in each section will help you decide on the quality of the web pages and the usefulness of its contents.
Topic of web page: ___________________________
Web address: ______________________________
Date Accessed:________________
Authors’ and Institution Authority.
Yes
No
Comments:
Are the authors’ names listed on the web page?
This is an indicator of whether authors are willing to stand by the material provided in the web page.
Are the individuals qualified to write the contents?
The quality of the information may be judged by the authors’ expertise on the subject.
Are the persons or institution that published the page listed?
If the institution is not listed questions arise about the content and credibility of the information.
Is the institution recognized in academic circles?
The credibility of the institution is an indicator of the quality of the information provided.
Does the page provide any method of contacting its author(s)?
This is an indicator that the authors are willing to assist users. Methods include e-mail or a contact address/phone number.
Purposes and Policies of the web page.
Yes
No
Comments
Is the purpose of the web page clearly stated?
This information indicates the aims of the author for the production of the web page and allows the user to make informed decisions about its potential usefulness.
Are links provided regarding web pages policies on fair use and copyright?
The sites fair use policy provides guidance for the user and is also an indicator of the importance the authors place on their work.
Authority of the website.
Yes
No
Comments
Is the URL domain of a preferred type?
.edu, .gov, .org, or .net is preferred domain types.
Can the credentials of the authors be verified?
An overview of the authors’ credentials and accomplishments may be an indicator of the quality of their work.
Objectivity of Information.
Yes.
No.
Comments:
Do the authors express their personal opinion?
If yes the information may be biased.
Is the web page designed to sway the user’s opinion?
If yes the information may be biased.
Does the web page contain many advertisements?
If yes the site may be operating as a cover to get the user to other sites.
Do the authors provide support for the information contained in their webpage?
Sources of information are properly cited and a bibliography is included as part of the documentation.
Currency of Web Documents.
Yes
No
Comments
Is up to date information provided?
If the site contains outdated information it may not be useful.
Are the links current or updated regularly?
Regular updating indicates that the authors are paying attention to their site. This is an indicator of its importance to the authors.
Are all links on the page active? (No dead links).
Dead links indicate that the site is not properly maintained. This is an indicator of how trustworthy the information in it may be.
Quality of Web Page Content.
Yes
No
Comments:
Is the information supported by reliable sources?
Sources of information are properly cited and a bibliography is included as part of the documentation.
Are links provided to online sources of information contained in the page?
These links can be used to provide checks on the reliability of the information.
Is the information provided in sufficient depth?
The depth of the information may indicate the authority of the authors and the subject matter.
Website Usability.
Yes
No
Comments:
Are there many distractions on the web page?
Is sans serif font used throughout?
Are the headings and subheadings color coded and shown clearly?
Does the font color effectively contrast with the background color?
Is the information easy to read and understand?
Is it easy to navigate the pages?
Comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Conclusion:
___________________________________________________________________________________
Conclusion:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Lesson Plan:Internet Tools.
DATE 14th November 2007 (to December 6th 2007)
CLASS Form 5S
UNIT Energy
TOPIC Alternative forms of energy.
Project: Research on alternative forms of energy available for use in the context of Trinidad and Tobago.
Synopsis:
The economy of Trinidad and Tobago is heavily dependant on oil and natural gas. According to reports in the Associated Press (August, 2007) “The booming oil-and-gas economy accounts for 62 percent of the country's national revenue.” But all is not well with the industry.
According to Lucie-Smith (2007) the recent Ryder Scott report indicated that at the current rate of production existing supplies of these non renewable sources of energy “will run out by the year 2019”. What energy options are available to facilitate our country’s trust towards industrialization?
As physics students you should be able to contribute meaningfully to the national debate on alternative sources of energy supplies for our country continued prosperity. This assignment will allow you to do so.
References.
International Herald Tribune. (2007). BP Trinidad commits to natural gas exploration, despite concerns over reserves. International Herald Tribune Retrieved 8th November 2007, from http://www.iht.com/articles/ap/2007/08/15/business/CB-FIN-Trinidad-Natural-Gas.php
Lucie-Smith, W. (2007). Plan for when the energy runs out. Trinidad and Tobago Express Retrieved 7th November 2007, from http://www.trinidadexpress.com/index.pl/article_opinion?id=161197790
The assignment.
This assignment is designed to help you investigate alternative source of energy applicable in the context of Trinidad and Tobago. There are many factors to consider such as suitability, availability, storage, impact on the environment among others.
As part of the approach you will:
Conduct research on the topic of alternative forms of energy in the context of Trinidad and Tobago;
Develop and deliver a presentation to an audience of your peers, teachers and visitors to the school;
Develop and submit a word processed report according to scientific and APA 5th standards.
Procedure.
Students will engage in a web quest in order to obtain information to complete the assignments. The website may be accessed at the following address:
http://physicsmain.googlepages.com/
Details of the process, resources, procedure, product specifications and assessments are included on the website. Students will follow the instructions and guidelines provided in order to develop quality products. The facilitator is always available to provide guidance and feedback on the progress of your work.
Objectives of project.
At the end of this project students will be able to:
Critically examine information concerning alternative forms of energy which may be useful in the context of Trinidad and Tobago.
Develop and deliver a presentation on a research topic to multiple audiences by making use of technology tools.
Develop a research report according to scientific standards.
Guiding Questions:
What energy sources may be applicable in the context of Trinidad and Tobago? Remember the country’s size and location.
What may be the cost of implementation of new energy technologies in Trinidad and Tobago?
How will the new energy systems impact on the environment, industry and people?
Will it be necessary to provide storage facilities for the energy generated?
What are the ethical considerations involved?
Science principles supported by this project.
Problem solving:
Students must engage in a process and propose a solution to a current, real world problem involving the use of alternative forms of energy within the context of Trinidad and Tobago. They must understand the current situation which exists in the country regarding available energy supplies for industry and domestic use and choose a suitable source of energy.
Decision making:
Based on research students must decide on one or more energy sources which may be useful. Decisions are also to be made based on environmental impact, cost of implementation, size of the country etc. Students have also to decide how best to communicate their research to multiple audiences.
Use of technology:
Students will make use of computers, the internet, and programs (Microsoft Word and PowerPoint) in order accomplish the tasks and communicate results. Students will be exposed to the relationship between science and technology.
National Educational Technology Standards addresses in this lesson.
Rationale.
The integration of the National Educational Technology Standards (NETS) in this project provides opportunities for me to effectively manage my students learning. In the creation of our new, unfamiliar, technology oriented learning environment standards are required to guide both the teacher and the students.
NET standards provide support for my students as they implement technology in their study of physics. These standards also allow the teacher to target students’ higher order thinking skills so vital for contemporary education.
Creativity:
In this lesson students will create a PowerPoint presentation to accompany their oral presentation. They will also create a word processed document for submission. They will be applying existing knowledge to generate new ideas and products. They will also engage in forecasting possibilities for the integration and use of alternative forms of energy in Trinidad and Tobago.
Communication and collaboration:
Students will be required to communicate and collaborate with the facilitator frequently during these activities in order to get feedback on their progress. They are required to communicate ideas effectively to multiple audiences through the use of an oral report supplemented by a PowerPoint presentation. They are also required to defend their research and proposals.
Research:
Students are required to plan strategies to guide inquiry into an authentic problem. They are required to synthesize information, use technology and report results according to scientific standards.
Critical thinking:
During this lesson students will identify and define significant questions for investigation. They will be required to plan and manage activities to develop a solution to a problem which may arise in the future of our country. They are also required to complete projects. Students will be required to explore alternative solutions to the problem and complete a project.
Technology Operations and Concepts:
In order to complete the activities students will have to understand and use the internet, Microsoft word and Microsoft PowerPoint effectively. The applications will have to be used in a productive manner. As part of the process they may be involved in troubleshooting the applications.
Assessment Strategies:
A combination of formative and summative assessment strategies are used throughout the project in order to evaluate student learning. The formative assessments are used to guide development of the project and involve the use of a checklist (see appendix). It will provide feedback to students and the facilitator.
If students are having difficulties at any stage of the process they can be addressed by conducting
interventions in order to facilitate the completion of the activities. Timelines will be developed by students and used to help them complete the activities within the stipulated time.
In this lesson summative assessments are made using presentation and report rubrics. These rubrics are available on the website for download or hard copies can be provided for students. The rubrics are displayed in the appendix at the end of the lesson plan. Students will know what standards are required throughout the exercises based on the information in the rubrics. The lesson plan follows below.
REFERENCES.
International Society for Technology in Education. (2007). National Educational Technology Standards for Students.
Ramsaran, E. (2007). Energy Resources. Retrieved 8th November 2007, from http://physicsmain.googlepages.com/
Sagman, S. (1999). Microsoft Office for Windows. Berkley, CA: Peachpit Press.
PREREQUISITES
Knowledge: Students should know that:
Energy resources can be classified as renewable and non renewable.
All energy resources have an impact on the environment.
Energy resources are important to the development of a country.
Information must be carefully evaluated before decisions are made.
Skills: students should know how to:
Develop a time line.
Locate a website on the internet by following its URL.
Navigate a website using its links.
Troubleshoot Microsoft Word and Microsoft PowerPoint.
Develop effective presentations using Microsoft PowerPoint.
Format documents in Microsoft Word according to APA 5th Standards.
MATERIALS & RESOURCES
FOR TEACHER
Rubrics for each student.
Synopsis of the activities for each student.
Instructions for accessing websites to facilitate web quest.
For each Group:
Computer with Microsoft Office 2003 installed.
Instructions for accessing website to facilitate web quest.
Handout outlining activities for the project.
CONCEPT STATEMENT.
Our continued dependance on non renewable sources of energy cannot last for ever. It is important that alternative forms of energy be utilized. All students should be able to contribute meaningfully to the national debate on alternative sources of energy for the continued prosperity of Trinidad and Tobago.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning.
Interpreting and evaluating information.
Extracting and communicating ideas.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2 States the purpose of
the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate the website.
5) Students instructed to navigate the website.
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Locate the website.
Students use links on website to navigate.
Assessment:
Students understanding of the tasks will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students’ ability to locate the website.
(Formative; use of checklist)
Students’ ability to navigate the site. (Formative; use of checklist)
Development:
Teacher
1) Focuses students’ attention on the website’s structure, content and the instructions for completing the activities.
2) When satisfied that students can navigate the website and understand the processes students instructed to begin work.
The following will be done over the course of the project life (about three weeks).
3) Facilitator observes student activities, provides feedback as required and intervenes when asked to or it is determined necessary.
Students:
Navigate the website and ask questions to clarify any problematic issues which may arise.
Students create a timeline for activities.
Students begin research by referring to guiding questions and developing others.
Students conduct research in order to develop products according to specifications.
Continue with activities required to complete the project. Produce drafts for feedback. Seeks guidance when necessary.
Assessment:
Students articulated conceptions of the tasks.
(Formative; use of checklist)
The timeline is realistic (Formative; use of checklist)
The quality of the questions will be assesses in order to provide feedback to students.
(Formative; use of checklist)
Students maintain timeline (formative; use of checklist).
The quality of the report produced (Summative; use of rubric.)
The quality of the presentation (Summative; use of rubric.)
CONSOLIDATION
Students debriefed at the end of the project.
See Appendix for
Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.
Appendix.
Assessments.
Checklist for formative assessments.
Questions asked about tasks.
Student located website.
Student can navigate site effectively.
Student understands tasks.
Student creates realistic timeline.
Student seeks feedback.
Student sticks to timeline.
Multimedia Project Rubric.
Multimedia Project: Presentation.
Teacher Name: ______________ Date: ________________
Student Name: ____________________________________________
CATEGORY
4
3
2
1
Presentation
Well-rehearsed with smooth delivery that holds audience attention.
Rehearsed with fairly smooth delivery that holds audience attention most of the time.
Delivery not smooth, but able to maintain interest of the audience most of the time.
Delivery not smooth and audience attention often lost.
Sources
Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
Organization
Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Workload
The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Total __________________.
Research Report Rubric.
Research Report
Teacher Name: ________________Date: _______________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Amount of Information
All topics are addressed and all questions answered with at least 2 sentences about each.
All topics are addressed and most questions answered with at least 2 sentences about each.
All topics are addressed, and most questions answered with 1 sentence about each.
One or more topics were not addressed.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Total: __________________
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
What is the relative advantage of the technology-based solutions?
Students will be engaging in a web quest which is new to them. The novelty may be very motivational.
Students will be making use of internet resources which is current, stimulating and motivating.
Students will integrate several disciplines in this project: physics, communications, use of the internet and information technology. The project will serve to integrate knowledge across the curriculum and make learning relevant.
Students will use technology to access information from the internet. The information will be obtained faster and more efficiently than with manual systems of gathering information while not compromising standards of quality.
Is the relative advantage sufficient to justify the effort involved in adopting these solutions.
Yes, the integration of disciplines should prove motivational for students. The speed and efficiency of information retrieval and processing will allow students to appreciate the advantages of integrating technology in their everyday activities.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
What kinds of performances do I expect from students to show they have learned?
Ability to engage multiple audiences in debate and discussion.
Engagement in deep reflection.
Production of quality products.
What is the best way for me to assess students' learning progress and products?
A checklist will be used to facilitate formative assessments.
Feedback from students.
Rubrics will be used to facilitate summative assessment.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
Instruction will be interdisciplinary (physics, communication, information technology).
The students will work individually.
Activities will be a combination of directed and constructivist.
Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have experience using the internet, Microsoft Word and Microsoft PowerPoint for creating reports and presentations. They are also allowed time to navigate and understand the website before work proceeds.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
· How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Office 2003 installed.
· How many computers and copies of software are available?
Eight computers readily available with Microsoft Office installed.
· Over what time period and for how long will technology resources be needed?
During the period 14th November 2007 to December 6th 2007.
· Do I need to schedule time in a lab?
Yes the lab will be available during normally schedules physics periods and during lunch periods.
· Have I checked out the legality of the uses I want to make?
Software is legal.
· Have I provided for students' privacy and safety?
Yes I will be with them during all lab sessions.
· Have I become familiar with troubleshooting procedures specific to the piece of hardware or software
package being used (equipment and software manuals often list such procedures)?
Yes.
· Have I built in time to back up important files? Have I trained students to back up theirs? Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
· Students can access the facilities at the internet café if it becomes necessary to do so.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
· Have I identified instructional tasks? Yes they are on the website and hard copies are available.
· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes, the checklist will provide evidence that students are accomplishing the tasks.
· Have I used instruments to collect data on the impact of the activity?
Yes, student feedback, checklist, rubric.
For my own reflections.
· Have I considered alternative ways to set up equipment to make the activities go more smoothly?
· What do I need to change to achieve better impact?
CLASS Form 5S
UNIT Energy
TOPIC Alternative forms of energy.
Project: Research on alternative forms of energy available for use in the context of Trinidad and Tobago.
Synopsis:
The economy of Trinidad and Tobago is heavily dependant on oil and natural gas. According to reports in the Associated Press (August, 2007) “The booming oil-and-gas economy accounts for 62 percent of the country's national revenue.” But all is not well with the industry.
According to Lucie-Smith (2007) the recent Ryder Scott report indicated that at the current rate of production existing supplies of these non renewable sources of energy “will run out by the year 2019”. What energy options are available to facilitate our country’s trust towards industrialization?
As physics students you should be able to contribute meaningfully to the national debate on alternative sources of energy supplies for our country continued prosperity. This assignment will allow you to do so.
References.
International Herald Tribune. (2007). BP Trinidad commits to natural gas exploration, despite concerns over reserves. International Herald Tribune Retrieved 8th November 2007, from http://www.iht.com/articles/ap/2007/08/15/business/CB-FIN-Trinidad-Natural-Gas.php
Lucie-Smith, W. (2007). Plan for when the energy runs out. Trinidad and Tobago Express Retrieved 7th November 2007, from http://www.trinidadexpress.com/index.pl/article_opinion?id=161197790
The assignment.
This assignment is designed to help you investigate alternative source of energy applicable in the context of Trinidad and Tobago. There are many factors to consider such as suitability, availability, storage, impact on the environment among others.
As part of the approach you will:
Conduct research on the topic of alternative forms of energy in the context of Trinidad and Tobago;
Develop and deliver a presentation to an audience of your peers, teachers and visitors to the school;
Develop and submit a word processed report according to scientific and APA 5th standards.
Procedure.
Students will engage in a web quest in order to obtain information to complete the assignments. The website may be accessed at the following address:
http://physicsmain.googlepages.com/
Details of the process, resources, procedure, product specifications and assessments are included on the website. Students will follow the instructions and guidelines provided in order to develop quality products. The facilitator is always available to provide guidance and feedback on the progress of your work.
Objectives of project.
At the end of this project students will be able to:
Critically examine information concerning alternative forms of energy which may be useful in the context of Trinidad and Tobago.
Develop and deliver a presentation on a research topic to multiple audiences by making use of technology tools.
Develop a research report according to scientific standards.
Guiding Questions:
What energy sources may be applicable in the context of Trinidad and Tobago? Remember the country’s size and location.
What may be the cost of implementation of new energy technologies in Trinidad and Tobago?
How will the new energy systems impact on the environment, industry and people?
Will it be necessary to provide storage facilities for the energy generated?
What are the ethical considerations involved?
Science principles supported by this project.
Problem solving:
Students must engage in a process and propose a solution to a current, real world problem involving the use of alternative forms of energy within the context of Trinidad and Tobago. They must understand the current situation which exists in the country regarding available energy supplies for industry and domestic use and choose a suitable source of energy.
Decision making:
Based on research students must decide on one or more energy sources which may be useful. Decisions are also to be made based on environmental impact, cost of implementation, size of the country etc. Students have also to decide how best to communicate their research to multiple audiences.
Use of technology:
Students will make use of computers, the internet, and programs (Microsoft Word and PowerPoint) in order accomplish the tasks and communicate results. Students will be exposed to the relationship between science and technology.
National Educational Technology Standards addresses in this lesson.
Rationale.
The integration of the National Educational Technology Standards (NETS) in this project provides opportunities for me to effectively manage my students learning. In the creation of our new, unfamiliar, technology oriented learning environment standards are required to guide both the teacher and the students.
NET standards provide support for my students as they implement technology in their study of physics. These standards also allow the teacher to target students’ higher order thinking skills so vital for contemporary education.
Creativity:
In this lesson students will create a PowerPoint presentation to accompany their oral presentation. They will also create a word processed document for submission. They will be applying existing knowledge to generate new ideas and products. They will also engage in forecasting possibilities for the integration and use of alternative forms of energy in Trinidad and Tobago.
Communication and collaboration:
Students will be required to communicate and collaborate with the facilitator frequently during these activities in order to get feedback on their progress. They are required to communicate ideas effectively to multiple audiences through the use of an oral report supplemented by a PowerPoint presentation. They are also required to defend their research and proposals.
Research:
Students are required to plan strategies to guide inquiry into an authentic problem. They are required to synthesize information, use technology and report results according to scientific standards.
Critical thinking:
During this lesson students will identify and define significant questions for investigation. They will be required to plan and manage activities to develop a solution to a problem which may arise in the future of our country. They are also required to complete projects. Students will be required to explore alternative solutions to the problem and complete a project.
Technology Operations and Concepts:
In order to complete the activities students will have to understand and use the internet, Microsoft word and Microsoft PowerPoint effectively. The applications will have to be used in a productive manner. As part of the process they may be involved in troubleshooting the applications.
Assessment Strategies:
A combination of formative and summative assessment strategies are used throughout the project in order to evaluate student learning. The formative assessments are used to guide development of the project and involve the use of a checklist (see appendix). It will provide feedback to students and the facilitator.
If students are having difficulties at any stage of the process they can be addressed by conducting
interventions in order to facilitate the completion of the activities. Timelines will be developed by students and used to help them complete the activities within the stipulated time.
In this lesson summative assessments are made using presentation and report rubrics. These rubrics are available on the website for download or hard copies can be provided for students. The rubrics are displayed in the appendix at the end of the lesson plan. Students will know what standards are required throughout the exercises based on the information in the rubrics. The lesson plan follows below.
REFERENCES.
International Society for Technology in Education. (2007). National Educational Technology Standards for Students.
Ramsaran, E. (2007). Energy Resources. Retrieved 8th November 2007, from http://physicsmain.googlepages.com/
Sagman, S. (1999). Microsoft Office for Windows. Berkley, CA: Peachpit Press.
PREREQUISITES
Knowledge: Students should know that:
Energy resources can be classified as renewable and non renewable.
All energy resources have an impact on the environment.
Energy resources are important to the development of a country.
Information must be carefully evaluated before decisions are made.
Skills: students should know how to:
Develop a time line.
Locate a website on the internet by following its URL.
Navigate a website using its links.
Troubleshoot Microsoft Word and Microsoft PowerPoint.
Develop effective presentations using Microsoft PowerPoint.
Format documents in Microsoft Word according to APA 5th Standards.
MATERIALS & RESOURCES
FOR TEACHER
Rubrics for each student.
Synopsis of the activities for each student.
Instructions for accessing websites to facilitate web quest.
For each Group:
Computer with Microsoft Office 2003 installed.
Instructions for accessing website to facilitate web quest.
Handout outlining activities for the project.
CONCEPT STATEMENT.
Our continued dependance on non renewable sources of energy cannot last for ever. It is important that alternative forms of energy be utilized. All students should be able to contribute meaningfully to the national debate on alternative sources of energy for the continued prosperity of Trinidad and Tobago.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning.
Interpreting and evaluating information.
Extracting and communicating ideas.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2 States the purpose of
the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate the website.
5) Students instructed to navigate the website.
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Locate the website.
Students use links on website to navigate.
Assessment:
Students understanding of the tasks will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students’ ability to locate the website.
(Formative; use of checklist)
Students’ ability to navigate the site. (Formative; use of checklist)
Development:
Teacher
1) Focuses students’ attention on the website’s structure, content and the instructions for completing the activities.
2) When satisfied that students can navigate the website and understand the processes students instructed to begin work.
The following will be done over the course of the project life (about three weeks).
3) Facilitator observes student activities, provides feedback as required and intervenes when asked to or it is determined necessary.
Students:
Navigate the website and ask questions to clarify any problematic issues which may arise.
Students create a timeline for activities.
Students begin research by referring to guiding questions and developing others.
Students conduct research in order to develop products according to specifications.
Continue with activities required to complete the project. Produce drafts for feedback. Seeks guidance when necessary.
Assessment:
Students articulated conceptions of the tasks.
(Formative; use of checklist)
The timeline is realistic (Formative; use of checklist)
The quality of the questions will be assesses in order to provide feedback to students.
(Formative; use of checklist)
Students maintain timeline (formative; use of checklist).
The quality of the report produced (Summative; use of rubric.)
The quality of the presentation (Summative; use of rubric.)
CONSOLIDATION
Students debriefed at the end of the project.
See Appendix for
Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.
Appendix.
Assessments.
Checklist for formative assessments.
Questions asked about tasks.
Student located website.
Student can navigate site effectively.
Student understands tasks.
Student creates realistic timeline.
Student seeks feedback.
Student sticks to timeline.
Multimedia Project Rubric.
Multimedia Project: Presentation.
Teacher Name: ______________ Date: ________________
Student Name: ____________________________________________
CATEGORY
4
3
2
1
Presentation
Well-rehearsed with smooth delivery that holds audience attention.
Rehearsed with fairly smooth delivery that holds audience attention most of the time.
Delivery not smooth, but able to maintain interest of the audience most of the time.
Delivery not smooth and audience attention often lost.
Sources
Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
Organization
Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Workload
The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Total __________________.
Research Report Rubric.
Research Report
Teacher Name: ________________Date: _______________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Amount of Information
All topics are addressed and all questions answered with at least 2 sentences about each.
All topics are addressed and most questions answered with at least 2 sentences about each.
All topics are addressed, and most questions answered with 1 sentence about each.
One or more topics were not addressed.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Total: __________________
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
What is the relative advantage of the technology-based solutions?
Students will be engaging in a web quest which is new to them. The novelty may be very motivational.
Students will be making use of internet resources which is current, stimulating and motivating.
Students will integrate several disciplines in this project: physics, communications, use of the internet and information technology. The project will serve to integrate knowledge across the curriculum and make learning relevant.
Students will use technology to access information from the internet. The information will be obtained faster and more efficiently than with manual systems of gathering information while not compromising standards of quality.
Is the relative advantage sufficient to justify the effort involved in adopting these solutions.
Yes, the integration of disciplines should prove motivational for students. The speed and efficiency of information retrieval and processing will allow students to appreciate the advantages of integrating technology in their everyday activities.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
What kinds of performances do I expect from students to show they have learned?
Ability to engage multiple audiences in debate and discussion.
Engagement in deep reflection.
Production of quality products.
What is the best way for me to assess students' learning progress and products?
A checklist will be used to facilitate formative assessments.
Feedback from students.
Rubrics will be used to facilitate summative assessment.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
Instruction will be interdisciplinary (physics, communication, information technology).
The students will work individually.
Activities will be a combination of directed and constructivist.
Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have experience using the internet, Microsoft Word and Microsoft PowerPoint for creating reports and presentations. They are also allowed time to navigate and understand the website before work proceeds.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
· How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Office 2003 installed.
· How many computers and copies of software are available?
Eight computers readily available with Microsoft Office installed.
· Over what time period and for how long will technology resources be needed?
During the period 14th November 2007 to December 6th 2007.
· Do I need to schedule time in a lab?
Yes the lab will be available during normally schedules physics periods and during lunch periods.
· Have I checked out the legality of the uses I want to make?
Software is legal.
· Have I provided for students' privacy and safety?
Yes I will be with them during all lab sessions.
· Have I become familiar with troubleshooting procedures specific to the piece of hardware or software
package being used (equipment and software manuals often list such procedures)?
Yes.
· Have I built in time to back up important files? Have I trained students to back up theirs? Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
· Students can access the facilities at the internet café if it becomes necessary to do so.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
· Have I identified instructional tasks? Yes they are on the website and hard copies are available.
· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes, the checklist will provide evidence that students are accomplishing the tasks.
· Have I used instruments to collect data on the impact of the activity?
Yes, student feedback, checklist, rubric.
For my own reflections.
· Have I considered alternative ways to set up equipment to make the activities go more smoothly?
· What do I need to change to achieve better impact?
Database Lesson.
DATE: 5th November 2007
CLASS Form 4S
TIME: 90 Min.
UNIT Electricity
TOPIC Conservation of electrical energy.
Synopsis:
Electrical appliances are common items found in homes. Appliances such as air conditioners, washing machines, stereos etc. depend on electricity form the national grid in order to function. At the end of a two month period the Trinidad and Tobago Electricity Commission (T&TEC) sends a bill to each home in order to obtain payment for the electrictiy consumed by the household. The amount of electricity used depends on the power rating of the appliance and the time period it was used.
In this lesson you will modify an existing database (power.mdb) which stores information on the appliances found in homes and their power rating. Specifically you will:
Create a table in Microsoft Access showing appliances, power rating and the time the appliance is used in your home every day (based on research you carried out).
Applying queries on the table you created in order to determine how much power is consumed in your home over a period of one month.
Produce a report in Microsoft Access on power consumption at your home to your parents.
Recommend how to minimize your parents’ electricity bill.
Objectives of lesson.
At the end of this lesson students will be able to:
Examine the structure of a simple databases.
Create a table with relevant headings in Microsoft Access in order to store research data.
Query a table in order to obtain information from data.
Use information from queries to make decisions.
Generate reports in Microsoft Access based on findings from queries.
Communicate information to a specific audience.
Guiding Questions:
What information may be most useful to extract from the database in order to accomplish the assigned tasks?
How do I query the database so that it will provide useful information?
How are reports generated from queries?
Science Principles supported by this lesson.
Problem solving:
Students are faced with a real world problem involving electrical power consumption of common household appliances. They must understand the use of queries for extracting data from databases. They must also create and implement queries to effectively obtain useful information in order to complete activities.
Decision making:
Students have to decide how they can most effectively achieve the objectives of the lesson. They must decide which queries will provide the best results and how to use these results to generate a suitable report using Microsoft Access.
Use of technology:
Students will make use of computers and programs (Microsoft Access) in order to query a database and communicate results by the creation of a suitable report generated in Access. Students will be exposed to the relationship between science and technology.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
Creativity:
In this lesson students will engage in the creation of queries to extract information from a database. They will also create a report on power consumption in their home and make recommendations to their parents in order to reduce their power bill. Students will demonstrate creative thinking while completing these tasks.
Communication and collaboration:
Students will be required to communicate and work collaboratively as teams in order to create queries. They are then required to communicate ideas effectively to another audience (parents) through the use of reports.
Research:
Students are required to plan strategies to guide inquiry into an authentic problem. They are required to synthesize information, process data using technology and report results as part of this lesson.
Critical thinking:
During this lesson students will analyse data in order to make informed decisions about how to reduce power consumption in their homes.
Technology Operations and Concepts:
In order to complete the activities in this lesson students will have to understand and use Microsoft Access effectively. The application will have to be used in a productive manner.
Assessment Strategies:
A combination of formative and summative assessment strategies are used throughout the lesson in order to evaluate student learning. The formative assessments are used to guide development of the lesson and provide feedback to students. They will be monitored using a checklist (see appendix). If students are having difficulties at any stage of the lesson they can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using a report rubric and students’ journals. The rubric isdisplayed in the appendix at the end of the lesson plan.
The rubric will be handed out at the beginning of the lesson so that students will know what standards are required throughout the exercises.
REFERENCES
Physics For You – Keith Johnson.
Microsoft Office For Windows – Steve Sagman.
PREREQUISITES
Knowledge: Students should know that:
Databases such as Microsoft Access are useful for storing large amounts of data.
Tables are the basic unit of storage in databases.
Useful information can be obtained by asking the database questions i.e. querying the database.
Reports can be generated from database queries.
The quality of the report depends on the quality of the stored data and the queries presented to the database (GIGO).
Skills: students should know how to
Locate and open stored database files on computers.
Develop queries in design view.
Run a query.
Use criteria in order to extract specific information from a database.
Generate reports based on queries.
MATERIALS & RESOURCES
FOR TEACHER
FOR EACH GROUP/STUDENT
Handouts for each student containing synopsis, lesson objectives and guiding questions.
Computer with Microsoft Office 2003 installed.
Database (power.mdb) created in previous lesson and stored on the desktop.
Handout outlining activities for the lesson.
CONCEPT STATEMENT.
Technological tools exist which make storage and retrieval of large amounts of data easy. Electronic databases makes it possible to process large volumes of data quickly and efficiently compared to manual systems. Such analysis allow students to act like scientists and gain conceptual understanding of the large volumes of data they are faced with. Patterns in data can be easily identified allowing meaningful decisions to be made.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning procedure.
Interpreting, evaluating and modifying data.
Extracting and communicating ideas and observations.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2) States the purpose of the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate and open power.mdb file on computer desktops.
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Arrange themselves in pre-determined pairs to perform activities.
Locate and open power.mdb
Assessment:
Students understanding of the task will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students ability to locate and open power.mdb
(Formative; use of checklist)
Development:
Teacher
1) Focuses students attention on reading the handout which contains guidance designed to facilitate students creation of a table based on specifications.
2) Focuses students attention on reading the handout which contains guiding questions designed to facilitate students creation of suitable queries.
3) Observes student activities which follow, provides feedback as required and intervenes when asked to or it is determined necessary.
4) When the query provides intended results facilitator focuses students attention on developing required report and making recommendations to parents.
Read the handouts and ask questions to clarify any problematic issues which may arise about the creation of the table.
Students:
create table.
Discuss between themselves possible queries which can be used to provide information about appliance, power consumption and time in use.
Decide on queries they think will provide the information required and ask for feedback from facilitator.
Students run queries and decide if the information obtained is useful for the task.
Students modify query if necessary and runs again until objective is achieved.
Students develops reports based on queries.
Students make recommendations to their parents.
Assessment:
Students articulated conceptions of the task.
(Formative; use of checklist)
The table has required headings and correct data type assigned to columns(Summative)
Active participation by pairs of students in discussions related to the accomplishment of task.. (Formative; use of checklist)
The quality of the query will be assesses in order to provide feedback to students.
(Formative; use of checklist)
Active discussions between students. (Formative; use of checklist).
Students work together as a team. (Formative)
The quality of the report produced (Summative; use of rubric.)
Recommendations to parents based on findings made by querying database. (Summative)
CONSOLIDATION
Students summarize their learnings from the session in their journal. (Summative)
See Appendix for
Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.
Appendix.
Assessments.
Checklist for formative assessments.
Questions asked about tasks.
Students located power.mdb.
Student opened power.mdb.
Table created.
Active participation in discussions about queries.
Understands use of queries.
Useful queries developed.
Active invo lvement in query design.
Student work as a team member.
Rubric for assessing report to parents.
Date: ……………………………..
Class: ……………………………
Report Rubric.
Teacher Name: _______________________________________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Total: ……………………………..
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
Students will use technology to process data faster and more efficiently than with manual systems.
Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students.
The speed and efficiency of data retrieval and processing will allow students to appreciate the advantages of integrating technology in their everyday activities.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of a quality product.
What is the best way for me to assess students' learning progress and products?
A checklist will be used to facilitate formative assessments.
A rubric will be used to facilitate summative assessment.
Student journals will provide information on students’ learning.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
Instruction will be interdisciplinary (physics, communication, information technology).
The students will be paired.
Activities will be a combination of directed and constructivist.
Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have experience using databases.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
· How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Access installed.
· How many computers and copies of software are available?
Eight computers readily available with Microsoft Access installed.
· Over what time period and for how long will technology resources be needed?
5th November2007 period 3 and 4. (Class could spill over into lunch time but it would not be a problem)
· Do I need to schedule time in a lab?
Yes I did.
· Have I checked out the legality of the uses I want to make?
Software is legal.
· Have I provided for students' privacy and safety?
Yes.
· Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
· Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
· Have I identified instructional tasks? Yes.
· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes,
The checklist will provide evidence that students are accomplishing the tasks.
· Have I used instruments to collect data on the impact of the activity?
Yes, student reflections, checklist, rubric.
For my own reflections.
· Have I considered alternative ways to set up equipment to make the activities go more smoothly?
· What do I need to change to achieve better impact?
CLASS Form 4S
TIME: 90 Min.
UNIT Electricity
TOPIC Conservation of electrical energy.
Synopsis:
Electrical appliances are common items found in homes. Appliances such as air conditioners, washing machines, stereos etc. depend on electricity form the national grid in order to function. At the end of a two month period the Trinidad and Tobago Electricity Commission (T&TEC) sends a bill to each home in order to obtain payment for the electrictiy consumed by the household. The amount of electricity used depends on the power rating of the appliance and the time period it was used.
In this lesson you will modify an existing database (power.mdb) which stores information on the appliances found in homes and their power rating. Specifically you will:
Create a table in Microsoft Access showing appliances, power rating and the time the appliance is used in your home every day (based on research you carried out).
Applying queries on the table you created in order to determine how much power is consumed in your home over a period of one month.
Produce a report in Microsoft Access on power consumption at your home to your parents.
Recommend how to minimize your parents’ electricity bill.
Objectives of lesson.
At the end of this lesson students will be able to:
Examine the structure of a simple databases.
Create a table with relevant headings in Microsoft Access in order to store research data.
Query a table in order to obtain information from data.
Use information from queries to make decisions.
Generate reports in Microsoft Access based on findings from queries.
Communicate information to a specific audience.
Guiding Questions:
What information may be most useful to extract from the database in order to accomplish the assigned tasks?
How do I query the database so that it will provide useful information?
How are reports generated from queries?
Science Principles supported by this lesson.
Problem solving:
Students are faced with a real world problem involving electrical power consumption of common household appliances. They must understand the use of queries for extracting data from databases. They must also create and implement queries to effectively obtain useful information in order to complete activities.
Decision making:
Students have to decide how they can most effectively achieve the objectives of the lesson. They must decide which queries will provide the best results and how to use these results to generate a suitable report using Microsoft Access.
Use of technology:
Students will make use of computers and programs (Microsoft Access) in order to query a database and communicate results by the creation of a suitable report generated in Access. Students will be exposed to the relationship between science and technology.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
Creativity:
In this lesson students will engage in the creation of queries to extract information from a database. They will also create a report on power consumption in their home and make recommendations to their parents in order to reduce their power bill. Students will demonstrate creative thinking while completing these tasks.
Communication and collaboration:
Students will be required to communicate and work collaboratively as teams in order to create queries. They are then required to communicate ideas effectively to another audience (parents) through the use of reports.
Research:
Students are required to plan strategies to guide inquiry into an authentic problem. They are required to synthesize information, process data using technology and report results as part of this lesson.
Critical thinking:
During this lesson students will analyse data in order to make informed decisions about how to reduce power consumption in their homes.
Technology Operations and Concepts:
In order to complete the activities in this lesson students will have to understand and use Microsoft Access effectively. The application will have to be used in a productive manner.
Assessment Strategies:
A combination of formative and summative assessment strategies are used throughout the lesson in order to evaluate student learning. The formative assessments are used to guide development of the lesson and provide feedback to students. They will be monitored using a checklist (see appendix). If students are having difficulties at any stage of the lesson they can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using a report rubric and students’ journals. The rubric isdisplayed in the appendix at the end of the lesson plan.
The rubric will be handed out at the beginning of the lesson so that students will know what standards are required throughout the exercises.
REFERENCES
Physics For You – Keith Johnson.
Microsoft Office For Windows – Steve Sagman.
PREREQUISITES
Knowledge: Students should know that:
Databases such as Microsoft Access are useful for storing large amounts of data.
Tables are the basic unit of storage in databases.
Useful information can be obtained by asking the database questions i.e. querying the database.
Reports can be generated from database queries.
The quality of the report depends on the quality of the stored data and the queries presented to the database (GIGO).
Skills: students should know how to
Locate and open stored database files on computers.
Develop queries in design view.
Run a query.
Use criteria in order to extract specific information from a database.
Generate reports based on queries.
MATERIALS & RESOURCES
FOR TEACHER
FOR EACH GROUP/STUDENT
Handouts for each student containing synopsis, lesson objectives and guiding questions.
Computer with Microsoft Office 2003 installed.
Database (power.mdb) created in previous lesson and stored on the desktop.
Handout outlining activities for the lesson.
CONCEPT STATEMENT.
Technological tools exist which make storage and retrieval of large amounts of data easy. Electronic databases makes it possible to process large volumes of data quickly and efficiently compared to manual systems. Such analysis allow students to act like scientists and gain conceptual understanding of the large volumes of data they are faced with. Patterns in data can be easily identified allowing meaningful decisions to be made.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning procedure.
Interpreting, evaluating and modifying data.
Extracting and communicating ideas and observations.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2) States the purpose of the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate and open power.mdb file on computer desktops.
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Arrange themselves in pre-determined pairs to perform activities.
Locate and open power.mdb
Assessment:
Students understanding of the task will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students ability to locate and open power.mdb
(Formative; use of checklist)
Development:
Teacher
1) Focuses students attention on reading the handout which contains guidance designed to facilitate students creation of a table based on specifications.
2) Focuses students attention on reading the handout which contains guiding questions designed to facilitate students creation of suitable queries.
3) Observes student activities which follow, provides feedback as required and intervenes when asked to or it is determined necessary.
4) When the query provides intended results facilitator focuses students attention on developing required report and making recommendations to parents.
Read the handouts and ask questions to clarify any problematic issues which may arise about the creation of the table.
Students:
create table.
Discuss between themselves possible queries which can be used to provide information about appliance, power consumption and time in use.
Decide on queries they think will provide the information required and ask for feedback from facilitator.
Students run queries and decide if the information obtained is useful for the task.
Students modify query if necessary and runs again until objective is achieved.
Students develops reports based on queries.
Students make recommendations to their parents.
Assessment:
Students articulated conceptions of the task.
(Formative; use of checklist)
The table has required headings and correct data type assigned to columns(Summative)
Active participation by pairs of students in discussions related to the accomplishment of task.. (Formative; use of checklist)
The quality of the query will be assesses in order to provide feedback to students.
(Formative; use of checklist)
Active discussions between students. (Formative; use of checklist).
Students work together as a team. (Formative)
The quality of the report produced (Summative; use of rubric.)
Recommendations to parents based on findings made by querying database. (Summative)
CONSOLIDATION
Students summarize their learnings from the session in their journal. (Summative)
See Appendix for
Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.
Appendix.
Assessments.
Checklist for formative assessments.
Questions asked about tasks.
Students located power.mdb.
Student opened power.mdb.
Table created.
Active participation in discussions about queries.
Understands use of queries.
Useful queries developed.
Active invo lvement in query design.
Student work as a team member.
Rubric for assessing report to parents.
Date: ……………………………..
Class: ……………………………
Report Rubric.
Teacher Name: _______________________________________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Total: ……………………………..
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
Students will use technology to process data faster and more efficiently than with manual systems.
Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students.
The speed and efficiency of data retrieval and processing will allow students to appreciate the advantages of integrating technology in their everyday activities.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of a quality product.
What is the best way for me to assess students' learning progress and products?
A checklist will be used to facilitate formative assessments.
A rubric will be used to facilitate summative assessment.
Student journals will provide information on students’ learning.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
Instruction will be interdisciplinary (physics, communication, information technology).
The students will be paired.
Activities will be a combination of directed and constructivist.
Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have experience using databases.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
· How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Access installed.
· How many computers and copies of software are available?
Eight computers readily available with Microsoft Access installed.
· Over what time period and for how long will technology resources be needed?
5th November2007 period 3 and 4. (Class could spill over into lunch time but it would not be a problem)
· Do I need to schedule time in a lab?
Yes I did.
· Have I checked out the legality of the uses I want to make?
Software is legal.
· Have I provided for students' privacy and safety?
Yes.
· Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
· Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
· Have I identified instructional tasks? Yes.
· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes,
The checklist will provide evidence that students are accomplishing the tasks.
· Have I used instruments to collect data on the impact of the activity?
Yes, student reflections, checklist, rubric.
For my own reflections.
· Have I considered alternative ways to set up equipment to make the activities go more smoothly?
· What do I need to change to achieve better impact?
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