Lesson Title: How things work
Type of Web 2.0 Tool: Podcast
SOL and Secondary Objectives Related to the Lesson: Physics
Brief Description of Overall Lesson:
In this lesson, students will make a video podcast describing/exemplifying how something works. This can be anything from a podcast describing how a wheel works and the physical properties associated with this to exemplifying an example of friction. Students will work in teams of three on this assignment, and all video podcasts will be shared with the entire class.
Saturday, May 9, 2015
Module 4- Lesson Plan 1
Lesson Title: Animal Species Profile
Type of Web 2.0 Tool: Podcast
SOL and Secondary Objectives Related to the Lesson: Biology, Wildlife Science, Zoology
Brief Description of Overall Lesson:
This lesson will be fairly straightforward. Each student will be required to record a podcast profiling one of their favorite species of animal. Students can choose whatever animal they want; however, each student must have a different animal. The podcast must include a physical description of the animal, its diet, its habitat, and its conservation status/threats to conserving this animal (if applicable).
Type of Web 2.0 Tool: Podcast
SOL and Secondary Objectives Related to the Lesson: Biology, Wildlife Science, Zoology
Brief Description of Overall Lesson:
This lesson will be fairly straightforward. Each student will be required to record a podcast profiling one of their favorite species of animal. Students can choose whatever animal they want; however, each student must have a different animal. The podcast must include a physical description of the animal, its diet, its habitat, and its conservation status/threats to conserving this animal (if applicable).
EDIT 564- Module 4- Blue Iguana Podcast
Thanks!
EDIT 564- Module 4: Podcasts
This week's module goes over the effectiveness of Podcasts as an educational tool. I must say I was skeptical about this, as podcasting probably wouldn't come up as an assignment in any course I've ever taken up to this point, but now that I have taken the time to listen to a few of them and read about the technology, I definitely see the strengths of this tool.
Grammar Girl was the first podcast I explored. I definitely think her website and content is very well done. I liked that in addition to the podcasts she offers a written explanation of the content discussed. The podcast I listened to her on her channel was about spaces after periods when typing. Apparently, using two spaces after a period is no longer considered a necessity or even "proper." I do not think most educators are in the loop when it comes to this, or maybe I'm just late. I cannot help myself though, even after listening to that podcast, I STILL am sitting here adding two spaces after each period. I need to spend some time listening to Grammar Girl's other podcasts to see what else I may doing wrong grammatically on a daily basis without even knowing it!
The Stanford University podcasts were pretty standard undergraduate-doctorate level lecture content on a variety of subjects. Undergrad seems like it was so long ago, but I believe some of my professor's at the University of Virginia uploaded and distributed similar content via podcasts. In another online course I've taken at George Mason, all of the lectures were distributed via podcasts so that students could access them on their own time and not have to collectively agree to specific times to hear the lecture via Skype or a conference call. I had to do that for another course, and it was very inconvenient, I wish that instructor used podcasts to record his lectures.
The Blessed Sacrament "Virginia is For Lovers" podcast did not work, but it would have been awesome to hear what 4th graders had to say in response to the Facebook posts.
The Mediatwits podcast about podcasts was interesting, but a little dry in my opinion. The content was great for its target audience, it is just not an area that I have a lot of interest in. It is really interesting how they described the new popularity of podcasts and the reasons why they are once again on the rise. I had no idea there was so much money in podcasts. A very simple technology with very few guidelines becomes a billion dollar industry through subscriptions.
Reptile Radio is the collection of podcasts I explored on my own. Reptile Radio podcasts focus primarily on topics related to reptiles as pets, such as how legislation has impacted the pet industry and why some arboreal species make awesome display animals. One of my co-workers was actually featured on a Reptile Radio podcast that gathered experts on arboreal species for a discussion. SnakesbytesTV is another collection of podcasts that is pretty interesting to me. The host does not follow any standard format, he just decides whatever he wants to film and talk about every Wednesday and posts it...a lot of it is pretty entertaining and he features some gorgeous animals.
I have definitely never spent much time thinking about podcasts, but I definitely see both the educational and entertainment value in them.
Grammar Girl was the first podcast I explored. I definitely think her website and content is very well done. I liked that in addition to the podcasts she offers a written explanation of the content discussed. The podcast I listened to her on her channel was about spaces after periods when typing. Apparently, using two spaces after a period is no longer considered a necessity or even "proper." I do not think most educators are in the loop when it comes to this, or maybe I'm just late. I cannot help myself though, even after listening to that podcast, I STILL am sitting here adding two spaces after each period. I need to spend some time listening to Grammar Girl's other podcasts to see what else I may doing wrong grammatically on a daily basis without even knowing it!
The Stanford University podcasts were pretty standard undergraduate-doctorate level lecture content on a variety of subjects. Undergrad seems like it was so long ago, but I believe some of my professor's at the University of Virginia uploaded and distributed similar content via podcasts. In another online course I've taken at George Mason, all of the lectures were distributed via podcasts so that students could access them on their own time and not have to collectively agree to specific times to hear the lecture via Skype or a conference call. I had to do that for another course, and it was very inconvenient, I wish that instructor used podcasts to record his lectures.
The Blessed Sacrament "Virginia is For Lovers" podcast did not work, but it would have been awesome to hear what 4th graders had to say in response to the Facebook posts.
The Mediatwits podcast about podcasts was interesting, but a little dry in my opinion. The content was great for its target audience, it is just not an area that I have a lot of interest in. It is really interesting how they described the new popularity of podcasts and the reasons why they are once again on the rise. I had no idea there was so much money in podcasts. A very simple technology with very few guidelines becomes a billion dollar industry through subscriptions.
Reptile Radio is the collection of podcasts I explored on my own. Reptile Radio podcasts focus primarily on topics related to reptiles as pets, such as how legislation has impacted the pet industry and why some arboreal species make awesome display animals. One of my co-workers was actually featured on a Reptile Radio podcast that gathered experts on arboreal species for a discussion. SnakesbytesTV is another collection of podcasts that is pretty interesting to me. The host does not follow any standard format, he just decides whatever he wants to film and talk about every Wednesday and posts it...a lot of it is pretty entertaining and he features some gorgeous animals.
I have definitely never spent much time thinking about podcasts, but I definitely see both the educational and entertainment value in them.
Tuesday, April 28, 2015
Module 3- Lesson Plan 2
Lesson Title: Color Vision 101
Type of Web 2.0 Tool: Image Blog
SOL and Secondary Objectives Related to the Lesson: Biology, Physics
Brief Description of Overall Lesson:
This lesson is designed to help students understand the color spectrum as defined by Newton and the components of our eyes that allow us to see color. Students will be broken up into seven teams (red, orange, yellow, green, blue, indigo, and violet). They will have to select images that represent their team's color, and organize them into an image blog. They will present their blog to the class, and this will segue into a lesson about the human eye including lectures on hue, cones, rods, etc.
Type of Web 2.0 Tool: Image Blog
SOL and Secondary Objectives Related to the Lesson: Biology, Physics
Brief Description of Overall Lesson:
This lesson is designed to help students understand the color spectrum as defined by Newton and the components of our eyes that allow us to see color. Students will be broken up into seven teams (red, orange, yellow, green, blue, indigo, and violet). They will have to select images that represent their team's color, and organize them into an image blog. They will present their blog to the class, and this will segue into a lesson about the human eye including lectures on hue, cones, rods, etc.
Module 3- Lesson Plan 1
Lesson Title: Using Imagery to Understand Amphibian Life Stages
Type of Web 2.0 Tool: Image Blog
SOL and Secondary Objectives Related to the Lesson: Biology, Wildlife Sciences
Brief Description of Overall Lesson:
In this lesson, students will create a Flickr account and search for images representing the various life stages of their assigned amphibian. We will cover frogs, toads, salamanders, and newts, including frogs that do not have an aquatic tadpole stage such as Coqui frogs and Neotenic salamanders such as Axolotls so that students really understand the full range of amphibian life stages beyond the traditionally taught "egg-tadpole-frog". Once images are gathered, students will create an image blog on Flickr organizing the images in order chronicling the life stages of their assigned amphibian. Students will present their photos to the entire class, and students are expected to comment on each other's blogs. If students are able to create/upload their own images from the field or from visiting a zoo, aquarium, or nature center, extra credit points will be awarded.
Type of Web 2.0 Tool: Image Blog
SOL and Secondary Objectives Related to the Lesson: Biology, Wildlife Sciences
Brief Description of Overall Lesson:
In this lesson, students will create a Flickr account and search for images representing the various life stages of their assigned amphibian. We will cover frogs, toads, salamanders, and newts, including frogs that do not have an aquatic tadpole stage such as Coqui frogs and Neotenic salamanders such as Axolotls so that students really understand the full range of amphibian life stages beyond the traditionally taught "egg-tadpole-frog". Once images are gathered, students will create an image blog on Flickr organizing the images in order chronicling the life stages of their assigned amphibian. Students will present their photos to the entire class, and students are expected to comment on each other's blogs. If students are able to create/upload their own images from the field or from visiting a zoo, aquarium, or nature center, extra credit points will be awarded.
EDIT 564- Module 3: Image Blogs
I'm not a great photographer, but I truly appreciate how technology today allows us to access photos quick and easily and that the online photo-sharing community is generally open to having anyone view their photos. Going through the image blogs in this section, I was truly impressed.
The student model of Jane Goodall's camp in Africa was amazing. It was great to see all of the positive feedback the picture received as well. What I love about this type of image is that it clearly inspired teachers to incorporate this type of activity into their curriculum based on the comments below it. This image can also be of inspiration to students that have to complete a similar model for a course and do not quite know where to start.
The photos displayed in the plant/animal slideshow are excellent. This type of slideshow can definitely serve as a form of inspiration to educators. This slideshow can just as easily be an assignment for an art class or biology class. These photos were obviously taken with a high quality camera, but students or teachers can still be challenged to experience nature with a goal of capturing the living elements at the stages presented in this slideshow as an assignment. Again, really great photos overall.
The Red Rule image blog was interesting. It has a very simple concept, photos that center on the color red. This could also be a fun challenging project for an art class. The lesson could involve gathering a mix of photos that all relate to a specific theme such as camouflage.
Geotagging has become an important aspect of both scientific fieldwork and wildlife photography. It is the most accurate way to report where a photo was taken whether the photo was for research documentation purposes or just leisure. Creating a site that depicts all geotagged Flickr photos is a great way to expose others to the significance of geotagging, including educators and students.
Moving on to the Fliction images...well, these I actually did not quite understand. Maybe I'm overthinking them or maybe my brain always tries to link everything back to science in some way, but these images seemed a little weird or just plain random. There is the possibility that these images have changed since the course first came up with the lesson that included "fliction," but I am not quite sure what the story here was. That being said, this was a good example of how tagging images can challenge the way we think about our content. Were the photos actually connected in some way that those that tagged them understood and I didn't? Yes, that is definitely a possibility.
The image blog I discovered on my own is "Wildlife Wednesday". The blog has not been updated since November of last year, but I liked the concept. Every Wednesday the publisher uploads photos of specific animals and posts fun facts about them to interpret the images. I thought this blog was well done, and I enjoyed the photos from the postings I opened. All content associated with the photos is well done and definitely relatable to wide audience.
The student model of Jane Goodall's camp in Africa was amazing. It was great to see all of the positive feedback the picture received as well. What I love about this type of image is that it clearly inspired teachers to incorporate this type of activity into their curriculum based on the comments below it. This image can also be of inspiration to students that have to complete a similar model for a course and do not quite know where to start.
The photos displayed in the plant/animal slideshow are excellent. This type of slideshow can definitely serve as a form of inspiration to educators. This slideshow can just as easily be an assignment for an art class or biology class. These photos were obviously taken with a high quality camera, but students or teachers can still be challenged to experience nature with a goal of capturing the living elements at the stages presented in this slideshow as an assignment. Again, really great photos overall.
The Red Rule image blog was interesting. It has a very simple concept, photos that center on the color red. This could also be a fun challenging project for an art class. The lesson could involve gathering a mix of photos that all relate to a specific theme such as camouflage.
Geotagging has become an important aspect of both scientific fieldwork and wildlife photography. It is the most accurate way to report where a photo was taken whether the photo was for research documentation purposes or just leisure. Creating a site that depicts all geotagged Flickr photos is a great way to expose others to the significance of geotagging, including educators and students.
Moving on to the Fliction images...well, these I actually did not quite understand. Maybe I'm overthinking them or maybe my brain always tries to link everything back to science in some way, but these images seemed a little weird or just plain random. There is the possibility that these images have changed since the course first came up with the lesson that included "fliction," but I am not quite sure what the story here was. That being said, this was a good example of how tagging images can challenge the way we think about our content. Were the photos actually connected in some way that those that tagged them understood and I didn't? Yes, that is definitely a possibility.
The image blog I discovered on my own is "Wildlife Wednesday". The blog has not been updated since November of last year, but I liked the concept. Every Wednesday the publisher uploads photos of specific animals and posts fun facts about them to interpret the images. I thought this blog was well done, and I enjoyed the photos from the postings I opened. All content associated with the photos is well done and definitely relatable to wide audience.
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