Science+TPCK

Science Lesson developed with TPCK framework.

Lesson 2 Mary Chouinard Matt Keister Erin Davies

Ok Matt, so it is you and me here, on our own with science. I will post with burgundy and you can post with (your choice of color) I like the idea of different colors. DS No problem, I will use blue Mary and I will throw a couple of lesson ideas your way this week. Let me know what ideas you might have and we'll get started on formulating something here! From Erin: Hey gang... I am joining your group... Dorothy hasn't heard from Doug in a while, so I am gong to jump in with you...

​ Hey Erin. Matt and I say welcome aboard. We met tonight to discuss the science ideas and here is what we brainstormed: Sounds great 10.21.09 Okay gang where to next?

(clarification to follow) Meeting with Matt Focus: Earth Science Topic: Recent earthquake activity with tsunamis; mapping the wave patterns Have a couple related research questions that students could choose from Students will do webevals to find three reliable sources from which they get numerical, plotable data And then plot the data using interactive map on GoogleEarth Transfer/Record map on Jing for presentation Must generate a script using WP for above (Extension – Jing demonstration how this kind of earthquake occurs)

Erin and Matt: 10.22 I am going to change colors to shake things up a bit. //HELLo// Since there has been no recent, Earth-shattering (no pun intended) (6.5 or higher and shallow) earthquake activity, I suggest we just go back to the most recent shake-up near the Solomon Islands: http://earthquake.usgs.gov/eqcenter/recenteqsww/Quakes/us2009mlcf.php and work with the data that came off of that event. http://www.facebook.com/note.php?note_id=149495984109&ref=mf (facebook???) http://www.scribd.com/doc/20879299/Indonesia-Earthquake-OCHA-Sitrep-No-9-October-8-2009

hello there erin and mary: here is some lesson idea/stuff maine learning results covered: science and technology D2 students describe and analyze the biological, physical, energy and human influences that shape and alter earth systems

national technology standards

task The students will plot the physical location of the last 25 major earthquakes 6.0 richter scale and above round the globe. using online information to plot the aproximate epicenters of the earth quakes on google earth. The using the information researched from the internet about the different kinds of earthquakes that can occur on fault lines( fault slip, fault rupture, etc)., they would use placemarking on google earth to show the location of the different kinds of earthquakes and then include a brief explanation of why that particular location is susceptible to certain kinds of earthquakes. Is this something they would have previously learned in earth science? Why these areas would be susceptible?

1.the first step to the lesson is the students will log on and using various geological and scientific resources they will research the 20 strongest earthquakes that have occurred in the past 10 years globally.

2.the students will then research what type of earthquake each of the major quakes were( assuming the information is available) 3.using google earth the students will plot the location of the earthquakes and using the place mark system they will explain what type of fault line is located at the place mark and explain what “type” of earthquake is caused by that particular identified faultline 4.then using either screencast o matic or jing the students will put together a short explanation of the different forms of earthquakes that occur around the world and what causes the difference between them.

technology resources and technology needed: the students will need to have access to computers and the program google earth and the internet. Will they use their laptops an be doing this in class? Is Google earth too broadband intense to do use the laptops at the same time? collaboration: at the high school level the students would be working in the computer lab and would require the help of the tech staff to ensure that all of the computers have the proper programs loaded onto the computers.

I just posted this hideously colored lesson idea right after you posted yours Mary ( It might be a little different from the initial idea but it may be another approach to the same kind of lesson idea.) I will check out those websites and what kinds of information can be found and applied to the lesson idea.

there is a link from the USGS site that allows a wider search for earthquakes based on both magnitude and date of quake. this would alow us a little more info( i think) that we could plot out in the lesson.

All of the above work for me MATT. Just waiting for Erin to weigh-in and working on my paper. If the type of earthquake is not readily available from data on USGS, it would be cool for kids to email or chat with Maine geologists at USGS to refer them to the answers to that and other questions they might have.

Should I start the lesson plan format like I did with the fine arts lesson? Did that work for you? I just used a table in Word instead of a spreadsheet. Penney and I just kept editing it and uploading it onto the wiki when changes were made. We could divide it into sections or something for the three of us to complete. I am going to go and peruse the MLRs and the NETS for other standards this lesson might be hitting and for which grade spans, K?

From Erin: Yes - go for it ... all of the above in green wasn't written by me - that must have been Matt? I will go with purple... I feel a little lost because I know nothing about plotting maps... I just want to make sure I am pulling my weight on this project. Hey quick paper question - The 6 major software tools... is this referring to a specific 6? Matt :to erin and mary I think that the 6 major software tools are those found in 55 - 88 of integrating technology. I e mailed the same question to Dorothy. The hideous green post was mine, while I was half asleep last night, too tired to change it.

Matt here again. If you want to go ahead and post the template I can start filling in some of the parts of the lesson.

10.23 K Matt, I'' get right on that. It might take me a minute. (SEE LESSON PLAN LINK BELOW ) //**What sections would you like me to take care of Matt/Erin????**//

10.24 When you make changes to the lesson plan it might be in a Read Only format, so I think you have to do a Save As and then upload it to this page. Make sure that your curser is at the bottom of the wiki so that we notice the new version. (Erin, is this correct?) Yes, you're correct - must be an upload... we can also add a table of contents to this page if you want... it'll just jump to that part of the page...

Also, I posted a response about the six major software tools but I guess it didn't get saved: From the first class that we had with Dorothy I remember her saying that the six were: word processing, email, spreadsheet, presentation, database, and Internet. In my paper I added desktop publishing, and just called them the major software tools. :)

I worked on the lesson plan some today -- see what you's think Most recent version was uploaded at 5:35pm Saturday

T hanks for the paper feedback. This lesson plan looks good, what can I do?

Erin: Would you do the "Major Applications/Web2.0 Tools Used" and the "Task" Sections? I have no idea what the "tasks" section entails -- probably a description of what the teacher asks the students to do. I can continue on with the standards as I understand the lesson, and I will take care of the NETS next (represented as "National Education Standards " on the template) Sounds good - I will do that... do I just make the addition one the lesson plans, save then re-upload?

Yes Erin. Make any changes in your color and make sure your curser is at the bottom of the page before you re-upload it or I won't notice it!

I can take care of the process piece of the lesson / any other ideas? parts that you would like me t focus on ??

Hey guys. Who wrote the above? Matt? I was thinking it might be best for Matt to write the process piece, since he has the best grasp on the progression of the lesson (I think). Also I finished and posted the lesson with the NETS all done. . . but now I don't see it here. That keeps happening. I feel like I'm going crazy. Guess I'll post it again. t he black post was me( matt ) I keep forgetting to change my color to blue. I will take care of the process piece on the lesson

Ok good, Matt. Can you also state how many class periods the lesson will take? (Somewhere near the top of the template.) no problem, I will post what I have done tonight( sunday) If there are any changes that you notice need to be made then feel free I have attached the latest version (4B) where I added the web 2.0 tools/apps to our plan. I gave a brief description, so you think I should add more? I wondered about spreadsheets... will students be using these to plot data? Just curious. When open Erin's lesson plan version, it is not in Word table format. Is that how it opens for everyone? In this view it is really hard to read. When I open the documents that I originally created and then added to over time, they are in a nice table format that reflective of the template given to us by Dorothy in Excel. here is an update trying to get it to export as pdf ! not working!!