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Byod
- 1. Driving Question(s): If given the technology of today, how would Charles Darwin… A. Report his findings and document his research? B. Model his theories? C. Defend his views on evolution?
- 2. Standards: (CONTENT) 9.4.12.O(2).5 - Demonstrate critical thinking abilities and skills needed to review information, to explain, translate, interpret, and summarize research collected and analyzed as the result of an investigation 5.3.12.E.3 - Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). 5.3.12.E.4 - Account for the evolution of a species by citing specific evidence of biological mechanisms (LITERACY) CCSS.ELA-Literacy.RI.11-12.7 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (TECHNOLOGY) 8.1.12.C.1 - Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media (NETS ·S) 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats (NETS ·S)
- 3. Grade Level: TH 10 Subject: B iology Length: 1 Week
- 4. Outcome Goals • Students will experience reading nonfictional text independent of the text book. • Students will appreciate the scientific process that helped Darwin develop his theories. • Students will learn to integrate personal/mobile devices as a means to receive, send and assimilate information, create products, and communicate with their peers. • Students will recognize the mechanism and relationship between Natural Selection and Descent with Modification.
- 6. Activities:
- 7. Assessment: points for three identified tweets points for two Flickr posts points for iPadio broadcast (according to rubric)
- 8. Alternatives : Students may ask to use the computer lab if needed. Hard copies of all assignments are acceptable with permission (drawings, essays, clip art) Students may work in groups, but individual work must be submitted
- 10. Brain human brain knowledge anatomy biology organ [Web Graphic]. Retrieved from http://pixabay.com/en/brain-human-brain-knowledge-anatomy-155190/ Calendar [Web Graphic]. Retrieved from http://openclipart.org/detail/159397/calendar-bysilkfield File:Award star (gold).png [Web Graphic]. Retrieved from http://commons.wikimedia.org/wiki/File:Award_star_(gold).png File:Flickr.svg [Web Graphic]. Retrievedfrom http://commons.wikimedia.org/wiki/File:Flickr.svg File:Magnifying glass icon.svg [Web Graphic]. Retrieved from http://commons.wikimedia.org/wiki/File:Magnifying_glass_icon.svg File: twitter icon.png. (n.d.). Retrieved from http://commons.wikimedia.org/wiki/File:Twitter_icon.png Nexus One [Web Photo]. Retrieved from http://en.wikipedia.org/wiki/Nexus_One Sign, Tribal, Yang, Del, Religion Logo Yin Jan [Web Graphic]. Retrieved from http://pixabay.com/en/sign-tribal-yang-del-religion-30446/ Student boy learning sad man guy dude black [Web Drawing]. Retrieved from http://pixabay.com/en/student-boy-learning-sad-man-guy-154452/ Touchscreen [Web Photo]. Retrieved from http://en.wikipedia.org/wiki/Touchscreen Uncle Sam-I want You Poster Illustration [Web Drawing]. Retrieved from http://www.flickr.com/photos/donkeyhotey/5666065982/ Watchmaker Analogy [Web Graphic]. Retrieved from http://en.wikipedia.org/wiki/Watchmaker_analogy
Editor's Notes
- The intent is to not only get the everyone thinking about the content (evolution) but how the study of any topic can be influenced by the technology of the time.The idea of spending five years aboard a boat in order to take notes and make observations seems crazy to kids today.Hopefully we will learn about evolution and grow to appreciate the technology that makes their lives (and learning) easier.
- Believe it or not, this was the hardest part of the lesson. Not only do I struggle with the jargon, but our curriculum maps are a hodge-podge of NJ State Standards, Common Core Standards, and Next Generation Science Standards.I went outside of the box for the NETS-S standards, simply because I like the straightforward way in which they are presented.I hate when the description of the lesson, takes longer than the lesson itself! Nothing we can do I guess…
- No actual class time is given for the assignment (I’m out on senior trip). The class is a general level bio classIEP documents will probably dictate more time for most kids, which is fine.
- The state just sent in a representative that told us to promote reading of non-fictional text. The concepts of evolution take up months worth of our curriculum.We are supposed to be promoting technology at every turn (State tests on-line next year)The lesson should open up new ideas for using phones for learning.
- Because these are BYOD activities, mobile phones and tablets are preferred.There will be some that do not have phones, so they may use laptops or desktops if necessary
- The QR code takes us to a Smore page with directions and resources for the assignment.First we download or print excerpts from Darwin’s The Voyage of the Beagle.Then they create twitter accounts to follow @ChuckyDarwin1 and try to identify his location based on the tweets and the readingsAfter that, they use their phones to take and post pictures to Flickr that demonstrate Natural Selection and Descent with Modification (easier than it sounds).Finally, we use iPadio to record a podcast that either defends or condemns teaching evolution in schools. Hopefully this activity promotes more “pro” feelings than “con”.
- Grades combined as one major assessment which carries a 50% class weight.Since this experience is new for all of us, students may redo and resubmit portions of the assignment.A link to the iPadio rubric is provided in the Smore flyer.
- Hard copies of all directions will be available in room 227 while I am goneStudents may use the computer lab, but if a real technological issue presents itself, students may produce handwritten versions of an assignment. (Must clear in advance…this accommodation is common in many IEP documents)Sharing devices is fine, but each student does their own work.
- The name says it all, we work with what we haveI will not be present for the activities, so everyone needs to get a plan together and stick with it.Computer lab access is “first come, first served” basis, so no one should procrastinate.As always, if there is a problem, we will work something out eventually.