INTERNET RESOURCES for MATH AND SCIENCE EDUCATORS
(1) Bookmarks for Science and Math Resources on the Web: Develop a set of web
bookmarks for sites that are useful to you in the teaching your specialization within
mathematics or science.
• Paste your bookmarks as active links in the appropriate folders on the newgroup. In
the message section, include a brief description of the resource
• Include screen shots of your contributions to the newsgroup here.
(2) Science and Math Software on the Internet. Download mathematics and science
software directly onto your disk. Eject your disk before attempting to run any of the
software. Re-insert the disk and allow the virus checking program to scan it for
viruses.
• Paste your bookmarks as active links in the appropriate folders on the newgroup. In
the message section, include a brief description of the software
• Include screen shots of your contributions to the newsgroup here.
(3) Science & Math Lesson Plans and State Content Standards: (a) Identify one of the
California State Content Standards that you wish to teach in your math or science
class. Paste the standard in the space below. (b) On the Internet, find a set of math
or science lesson plans that you can be used to teach to this standard. Paste the
lesson plans below with a brief description of how they may be used to meet the
standards.
1.
The fundamental life processes of plants and animals depend on a variety of chemical reactions
that occur in specialized areas of the organism’s cells
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Lesson Plan
Unit Summary
In this unit, students explore the vast array and function of cells in plant, animal, and single-celled organisms, and
distinguish between prokaryotic and eukaryotic cells. They investigate how cells are differentiated for special functions,
and learn the chemical processes through which cells support life. Students also examine disease processes down to
the cellular level, study current disease research, and consider the ethical ramifications of the newest cell biology
investigations.
Curriculum Framing Questions
Essential Question
What makes something "alive?"
Unit Questions
What can cells tell us about life?
Where is cell biology research headed?
Sample Content Questions
How do prokaryotic and eukaryotic cells cells differ?
How do cells work together to form functioning
tissue?
Instructional Procedures
Engage, brainstorm, and assess knowledge through brief activities
Day 1
1.
Introduce the topic of cell biology with this warm up (oral or written): The word "cell" is used in many different
contexts. How many can you think of? Now, consider the different uses of the word "cell", and based on your
knowledge of the biological definition of cells, what does the word "cell" mean? (Answers may relate to
"compartmentalization" or "holding separate", with examples such as a jail cell, monk's cell, terrorist cell, fuel
cell, cell battery, or cellular phone.)
2.
Hold a class discussion and elicit questions on the subject of cells. The questions can be organized by topic
and summarized in a Cell-to-Cell slideshow. These student-generated questions serve as the basis for some
of the later discussion and research.
3.
Present a Cell-to-Cell Syllabus handout, and discuss unit expectations.
4.
Divide the class into groups of three. Each group chooses two or three questions to research and present to
the class the next day. A variety of print and electronic resources should be made available for this.
Day 2
1.
Present group research on basic questions about cells.
2.
Summarize student findings, and make clarifications and additions as needed.
Day 3
1.
In advance of this lesson, gather pictorial representations of the different cell types. Introduce the basic
differences between plant cells and animal cells. (Plant cells have cell walls, chloroplasts containing
chlorophyll, other plastids that help store food, and a large vacuole. Animal cells have no cell walls and their
shape is less regular. Most animal cells have numerous small vacuoles that help in their storage of nutrients
and waste products.)
Introduce the differences between prokaryotic cells (such as bacteria, with no organized nucleus) and
eukaryotic cells (most plant and animal cells, having an organized nucleus). This Online tutorial* offers an
explanation of prokaryotes, eukaryotes, and viruses.
Project images of slide cell samples. Help students discriminate between plant and animal cells, prokaryotic
and eukaryotic cells.
2.
After discussion, assign a two minute paper where students summarize the distinctions between plant and
animal cells, and prokaryotic and eukaryotic cells. A homework assignment could include labeling diagrams of
these cells.
3.
Continue introducing other distinctive cell types, such as gametes and nerve cells.
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Small activities to increase knowledge of basic cell biology and to measure progress
Days 4, 5 and 6
1.
Begin each session with a "question of the day" discussion, using the students' Cell-to-Cell slideshow
questions or daily science reports from newspapers (i.e., New York Times Online*), or magazines (Scientific
American online* or Discover online*). Encourage thinking on different levels: evaluative, explanatory, opinion,
historical context and ethics.
2.
Have students view a Cell camera* (to learn about the size of cells, the structure of plant, animal and bacterial
cells; to see interactive animations of cell cycles, and view cell division in cancer cells and bacteria), and an
Online tutorial* (to learn about the cell cycle and the processes of mitosis and meiosis, and an explanation of
prokaryotes, eukaryotes, and viruses).
3.
Consider using parts of an on-line tutorial: Microscopes, Cells, DNA, and You* --A series of lesson on these
topics.
4.
Check knowledge of cell structure and function with a Cells Alive Online Quiz*.
5.
Distribute a quiz covering the content addressed to date. Students may work cooperatively to complete this.
Investigation and Presentations -- Assignment #1 Organelles
Day 7, 8, 9
1.
Divide class into work teams. Assign each group one or two of the following cell organelles to study:
mitochondria, nucleus, cell membrane and cell wall, endoplasmic reticulum and ribosomes, golgi apparatus
and lysosomes, cytoplasm and cytoskeleton, or vacuoles. A great resource for students is the New Mexico
State University Structure and Function in Cell Biology Web site*.
Have students study the assigned cell part Using this Checksheet: assignments 1 and 2 as a guide, and
prepare a presentation for the class. Each presentation should address five questions:
In what type of cell is your organelle found?
What is the organelle's composition or structure? (a diagram may be
helpful)
What is your organelle's function and why is it important?
What are the mechanisms of this function? How is it regulated?
What would happen if a cell didn't have this organelle?
2.
Give students 2 days to research their organelle and develop a presentation. Let each group decide on the
type of presentation; it may include a slideshow, multimedia presentation, brochure, report, skit, 3-dimensional
model, or a combination of these.
On the third day, schedule group reports, and, as they listen to presentations, have students complete this Cell
Structure and Function Chart .
Investigation and Presentation - Assignment #2
Days 10, 11, 12
1.
Brainstorm a list of medical conditions and illnesses (i.e., common cold, HIV, cystic fibrosis), and have groups
choose different ones to study. Following the criteria listed on Checksheet: assignments 1 and 2, they
investigate the health problem, and attempt to trace the disease process to the cellular level. Each group
completes a diagram showing how the expression of the disease occurs through infection, genetic, or
environmental causes. They study current research relating to the disease, and synthesize their findings in a
news article. Finally, each member writes an essay expressing personal beliefs about ethical questions that
arose during their study. These parts are combined in a presentation, and are reported in a newsletter.
2.
Hold a class symposium with each team presenting its research and moderating a class discussion.
Prerequisite Skills
Basic knowledge of human systems (vascular, skeletal, digestive,
etc.)
Basic computer and research skills
Differentiated Instruction
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Resource Student
Accommodate students through the following activities:
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Assign specific, more precise tasks in team productions, focusing on individual strengths of the student -- i.e.
drawing for the newsletter, modeling of a cell, acting as moderator for symposium
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Provide a checklist that breaks individual tasks down into component
parts
Allow additional time for completing assignments and working on online
tutorials
Allow student to complete exams
orally
Gifted Student
Enhance independent study through the following activities
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Students act as the news herald for the class, keeping a log of breaking science news and synthesizing the
content for the class.
Interview experts on-line or in
person.
Log of daily science news articles and debate any controversy (NY Times) where students reflect upon courserelated materials they have read.
—
Assign a specific technology to investigate and report. For example, student could study this scanning electron
microscope site* and present the subject to the class in a mini lesson. They could also study and compare other
technologies that are revolutionizing the study of life science and medicine, such as transmission electron
microscopes, acoustic microscopes, scanning tunneling microscopes, magnetic resonance and other imaging
technologies, computerized axial tomography and ultrasound.
English Language Learner (ELL)
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Ask the ESOL support teacher to help students develop a glossary of terms in both English and their native
language.
Enlist the help of bilingual students to help with translation and interpretation of
concepts.
Allow for visual representations to reduce the language
load.
Write vocabulary terms on a chart as they are
introduced.
Allow students to write in their native language for later
translation.
Assessment
You may assess student achievement using a variety of assessment tools:
1.
Overall assessment based on tests, teacher observation, participation, and journal entries: Project Rubric
2.
Assessment of newsletter: Newsletter Assessment
3.
Assessment of cells presentation: Cells Presentation Assessment
Credits
Josh Eason participated in the Intel® Teach to the Future program, which resulted in this idea for a classroom project. A
team of teachers expanded the plan into the example you see here.
These lessons are very comprehensive and provide a constructivist approach to studying
the cell. These lessons allow students to approach learning about cells from so many
different angles. I like that these lessons bring in current events and side research to
really hit all of the subtopics for this standard.
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(4) Science & Math Video Resources: Locate a science or mathematics video resource
(e.g. Square 1, Newton's Apple, Bill Nye the Science Guy, NOVA, etc.) Download a
lesson plan to accompany a video resource that you could use in your classroom.
Include information on how the video may be acquired.
 Preview the video resource and comment on the usefulness of the program and the
lesson plan/study guide for your discipline.
 Include a screen capture of the dichotomous key that you develop as part of the
assignment. (use organization chart; Inspiration, or similar software)
The video “Darwin’s Dangerous Ideas”, part of PBS’s series Evolution, chronicles
Darwin’s life and his theories. I have used this video for the last few years and I find that
it helps the students see Darwin as a real person rather than just some guy in their text
books. The lesson plans provided by PBS are excellent. We could probably spend two
weeks watching the video and completing the activities, however, due to the massive
state standards, we only have about two days to spend on Darwin and natural selection!
Link to video purchase:
http://www.pbs.org/wgbh/evolution/shop/index.html
Link to Lesson Plan:
http://www.pbs.org/wgbh/evolution/educators/teachstuds/pdf/unit2.pdf
(5) Literature Search: Use an electronic library resource such as ERIC to locate articles
that deal with the teaching of a specific concept in your discipline (for example,
"ecology is too broad", while "greenhouse effect" is sufficiently specific. (A)
Identify the concept, and (b) include a printout of the abstracts of THREE or more
articles.
a) Photosynthesis
b) ABSTRACTS
ERIC_NO: ED459075
TITLE: An Analysis of Students' Misconceptions Concerning Photosynthesis
and Respiration in Plants.
AUTHOR: Capa, Yesim; Yildirim, Ali; Ozden, M. Yasar
PUBLICATION_DATE: 2001
ABSTRACT: The aims of this study were to diagnose students' misconceptions
concerning photosynthesis and respiration in plants, and to investigate reasons
behind these misconceptions. The subjects were 45 ninth grade high school
students and 11 high school teachers. Data were collected by interview technique.
All of the interviews were audiotaped and transcribed verbatim by the researcher.
Misconceptions were analyzed under the headings of plant nutrition, role of water
in plants, role of leaves in plants, gas exchange, energy transformation, the
definition and the importance of photosynthesis, role of light in photosynthesis,
respiration in plants, and the relationship between photosynthesis and respiration
in plants. Findings indicated that many students have misconceptions about
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photosynthesis and respiration in plants. These misconceptions were found to be
generally based on social practices and school experiences involving students'
learning styles and instruction. (Contains 15 references.) (Author/YDS)
MAJOR_DESCRIPTORS: Biology; Misconceptions; Plants (Botany);
MINOR DESCRIPTORS: Concept Formation; Foreign Countries; High
Schools; Photosynthesis; Science Education;
IDENTIFIERS: Turkey
PUBLICATION_TYPE: 143; 150
PAGE: 39
CLEARINGHOUSE_NO: SE065458
EDRS_PRICE: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
LEVEL: 2
LANGUAGE: English
GEOGRAPHIC_SOURCE: U.S.; Ohio
NOTE: Paper presented at the Annual Meeting of the National Association for
Research in Science Teaching (St. Louis, MO, March 25-28, 2001).
ERIC_ISSUE: RIEAPR2002
ERIC_NO: ED319635
TITLE: Detailed Analysis of Misconceptions as a Basis for Developing Remedial
Instruction: The Case of Photosynthesis.
AUTHOR: Amir, Ruth; Tamir, Pinchas
PUBLICATION_DATE: 1990
ABSTRACT: A great number of misconceptions in diverse subject areas as well as
across age levels have been documented and described. Photosynthesis is one of the more
intensively studied areas in biology. The purpose of this research was to carefully select
and define misconceptions about photosynthesis needing remedial efforts. To achieve
this, a specially designed paper-and-pencil test was administered to 285 students in grades
11 and 12 who had previously completed a study of photosynthesis just prior to the test.
Analyzed in this paper were the results of the limiting factor activities, and items which
tested the concept of the relationship between photosynthesis and respiration. It was
found that even though these students were familiar with the concept of limiting factors,
they had trouble applying it in everyday life; the students' understanding of the latter
concept was as a gas exchange rather than as a biochemical process. Recommendations
for the production of remedial materials are provided. A list of 21 references is included.
(CW)
MAJOR_DESCRIPTORS: Biology; Cognitive Development; Misconceptions;
Photosynthesis; Remedial Instruction; Secondary School Science;
MINOR DESCRIPTORS: Biochemistry; Cognitive Structures; Grade 11; Grade 12;
Process Education; Science Education; Scientific Concepts; Secondary Education;
PUBLICATION_TYPE: 143; 150
PAGE: 18; 1
CLEARINGHOUSE_NO: SE051481
EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage.
LEVEL: 1
AUDIENCE: Researchers
LANGUAGE: English
GEOGRAPHIC_SOURCE: Israel
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NOTE: 18p.; Paper presented at the Annual Meeting of the American Educational
Research Association (Boston, MA, April 16-20, 1990).
ERIC_NO: ED283713
TITLE: Evaluating Secondary Students' Misconceptions of Photosynthesis and
Respiration in Plants Using a Two-Tier Diagnostic Instrument.
AUTHOR: Treagust, David F.; Haslam, Filocha
PUBLICATION_DATE: 1986
ABSTRACT: Based on the premise that multiple choice tests can be used as diagnostic
tools for teachers in identifying and remedying student misconceptions, this study focused
on the development of an instrument for diagnosing secondary students' understanding of
photosynthesis and respiration. Information is presented on: (1) procedures of
development of the two-tier instrument for assessing students' understandings of
photosynthesis and respiration in plants; (2) test results based on administration to
students of secondary schools from Perth, Western Australia; and (3) application
possibilities for teachers in a classroom setting. Propositional statements representing the
knowledge required to comprehend the mechanisms of photosynthesis and respiration are
listed and sample questions from the instrument are included. Also identified are
representative students' misconceptions from a series of pilot studies on photosynthesis
and respiration in plants. (ML)
MAJOR_DESCRIPTORS: Misconceptions; Photosynthesis; Science Instruction;
Science Tests; Secondary School Science; Test Construction;
MINOR DESCRIPTORS: Biology; Cognitive Processes; Concept Teaching; Diagnostic
Tests; Foreign Countries; Multiple Choice Tests; Science Education; Secondary
Education;
IDENTIFIERS: Australia (Western Australia); *Science Education Research
PUBLICATION_TYPE: 143; 160; 150
PAGE: 25; 1
CLEARINGHOUSE_NO: SE048248
EDRS_PRICE: EDRS Price - MF01/PC01 Plus Postage.
LEVEL: 1
AUDIENCE: Practitioners
LANGUAGE: English
GEOGRAPHIC_SOURCE: Australia; Western Australia
NOTE: 25p.; Paper presented at the Annual Meeting of the National Association for
Research in Science Teaching (59th, San Francisco, CA, March 28-31, 1986).
(6) Professional Associations: Find TWO of the following
• Obtain information on the next local meeting of a prominent professional
organization in your discipline (NSTA, NABT, NCTM, etc.)
• Requirements for certification by your professional organization , California, or
another state
• Guidelines for manuscript submission to your professional organization's journal.
I was unable to locate any local workshops or meetings for the NABT, however, I did
locate two online courses offered through the NABT this fall. The NABT’s annual
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conference will be held in Chicago this year. The CSTA will have their annual
conference in San Jose this year and in Palm Springs next year. Below is a screen shot
describing one of the online courses offered by NABT:
Following are the guidelines for submitting a manuscript to the NABT:
from: http://www.nabt.org/sup/publications/guidelines.asp
Manuscript Selection Criteria
1.
Information in the manuscript must be useful to biology teachers at the elementary/
middle school, high school, or introductory college levels.
2.
The manuscript must contain original material that has not been published elsewhere.
3.
The manuscript should be organized logically and coherently; the writing style should be
clear.
4.
Illustrations, such as photographs, line drawings, graphs, and tables, should be included
with any manuscript to which they add clarity or increase reader interest. See Preparing
Figure Artwork.
5.
Limit manuscripts to 4,000 words (or 16 typewritten, double-spaced pages), including
references and excluding illustrations. We usually prefer short, concisely written articles.
6.
Format specifications should be followed carefully (see below).
7.
Manuscripts should align with the National Science Education Standards and their focus
on inquiry-based learning.
Format

The title of your manuscript should be a descriptive but concise invitation to read further.

A good introductory paragraph captures the reader’s attention (and that of the manuscript
reviewers as well). Your introduction should highlight the major points you intend to make in
subsequent paragraphs. Please include a 50-word abstract of your article for our Web site listing.
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
Not all articles in ABT contain subheads, but it is helpful to include them in any manuscript longer
than five pages. Whether or not your subheads are used, they will be helpful to you, to our
reviewers, and to our editorial staff in evaluating the organization of materials. Like titles, subheads
act as labels and as invitations to read further.

For the text body of the manuscript, do not use tabs or another type of formatting, other than
proper capitalization and punctuation, and italics. For more information, see Manuscript
Requirements below.

Most articles need formal conclusions. The context of this section will depend on the topic of the
article. In many cases, suggestions for implementing ideas are more useful than summaries.

List references in alphabetical order at the end of your article on a separate page. References
must be complete and in ABT style. The following examples illustrate ABT’s style format:
(7) Preparing Students Standardized Math and Science Tests: Locate any TWO of
the following. Specify the (a) resource you found, (b) the URL, and (c) a screen shot of a
sample question.
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Advanced Placement Exams in Chemistry, Physics, Environmental Science, Calculus,
or Computer Science.
National Olympiad Exams in Chemistry, Mathematics, Biology, or Physics
Professional Exams: GRE, SSAT or Praxis questions in Mathematics or any of the
Sciences
Academic Decathlon questions in Math or Science
Scholastic Aptitude Test (SAT), Stanford Achievement Test, or Iowa Test Questions
in Math or Science
a) The College Board website was one of the most useful websites to me for teaching AP
Biology. My students and I would have never gotten through the year as well as we did
without our reliance on APCentral. I have included a screen shoe of the 2004 free
response questions which can be accessed through the following link.
b) http://www.apcentral.collegeboard.com/members/article/1,3046,152-171-01996,00.html#name04
c)
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a) The College Board also provides sample SAT questions for the math portion of the
SAT I.
b)
http://www.collegeboard.com/student/testing/sat/prep_one/multi_choice/prac/prac01.html
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c)
(8) Locating Resources for Teaching Mathematics or Science: Locate any FOUR of
the following. For each, specify the (a) resource you found, (b) the URL, (c) a brief
description of the resource and its value, and (d) a sample screen shot of the resource.
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Mathematics Timeline
Multicultural Resources: Mathematicians or Scientists of various ethnicities and
cultures
TI-CBL Calculator-based laboratory experiments in physics, chemistry, biology or
geoscience.
A sample program for the TI graphing calculator
Dynamic Periodic Table of the Elements
Clip Art for science or mathematics
Chemical calculator (yields, percent composition, etc.)
MSDS (Material Safety Data Sheet) for metallic sodium
High School Laboratory safety regulations
List of Root words for your discipline
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a) Eric Weisstein’s World of Scientific Biography
b) http://scienceworld.wolfram.com/biography/topics/Nationality.html
c) This website allows you to sort scientific biographies by nationality, gender, field
of study, prize winners, etc. The biographies provided are very brief, but this site
would be useful for students to quickly see a variety of scientists and to narrow
down their selection for projects.
d)
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a) CBL on Access Excellence: Breathing: Germinating Peas vs. Earthworms
b) http://www.accessexcellence.org/LC/TE/PW/EXP/CBRESP/cbpproc.html
c) This link provides the procedures for conducting a comparison lab of cellular
respiration in peas vs. earthworms. This lab is the same as the AP Biology cellular
respiration lab but with earthworms to compare the pea results against. I think that would
be a great addition to the AP lab. This lab does not require the use of the CBL, you can
do it the old fashioned way with pipettes, which I think are more effective for getting the
point across that oxygen is being consumed by the peas/earthworms.
d)
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a) Free clipart
b) http://classroomclipart.com/cgibin/kids/imageFolio.cgi?direct=Science/Biology/Bacteria
c) This website contains a wide variety of scientific clipart. The images are well
categorized and all in black and white. I prefer black and white images because I do not
have a data projector, so anything I use I must be able to photocopy. Since photos do not
photocopy well, I tend to look for line drawings or black and white diagrams.)
d)
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a) Science Root Words
b) http://lchsbiology.tripod.com/science_root_words.htm
c) This website contains a comprehensive list of root words for science. The list is broad
enough to be useful in an AP course.
d)
(9) Acquiring Equipment for Teaching Mathematics or Science: Locate TWO of the
following and specify the (a) resource you found, (b) the URL, (c) a brief description of
the resource, and (d) a sample screen shot of the resource.
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Source of free materials (posters, videos, etc.) for teaching your subject
Determine the cost of a piece of laboratory or teaching equipment you need from a
on-line vendor such as Fisher, Carolina, Flinn, Delta, Pasco, Edmund etc.
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a) inexpensive digital scales
b)
http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&category=11814&item=3839528041&r
d=1
c) I searched ebay for digital scales. I found one lab grade scale for $69.95 plus $15.95
S&H. The last scales we bought through WARDS were about $250 and our students
stole them to weigh drugs with! We need new scales and this seems like a great way to
get them.
d)
a) digital scales from Carolina Biological Supply
b)
https://www2.carolina.com/webapp/wcs/stores/servlet/ProductDisplay?jdeAddressId=&c
atalogId=10101&storeId=10151&productId=48519&langId=1&parent_category_rn=13603|13614|11977|13306|13321
c) I found electronic scales on Carolina’s website for only $100. This is much less than
we paid through WARDS.
d)
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(10) Identifying Enrichment Opportunities: Locate TWO of the following and specify
the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a
sample screen shot of the resource.
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Sample research ideas for a secondary school science or math fair.
Obtain a list of rules for science/math fair entries
Obtain information on a local, statewide or national math or science competition (e.g.
Westinghouse Science Talent Search).
College Scholarships for students who excel in your subject
Special Competitions for students who excel in your subject
Summer Math/Science Programs (e.g. Johns Hopkins programs for the gifted,
California Museum of Science and Industry programs, etc.)
a) list of science fair ideas
b) http://www.cdli.ca/sciencefairs/biology.html
c) This website is one I have used for the past three years to help students come up
with ideas for their science fair projects. I like the ideas because they are sorted
by grade level and subject matter.
d)
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a) rules for LA County Science Fair
b) http://www.lacoe.edu/orgs/248/index.cfm?ModuleId=11
c) This LACOE website provides links to access .pdf files of the judges handbook
and a handbook for students and teachers listing all of the rules and regulations for
entry in the science fair.
d)
(11) Obtaining Recent Information to Integrate Into Your Curriculum: Locate TWO
of the following and specify the (a) resource you found, (b) the URL, (c) a brief
description of the resource, and (d) a sample screen shot of the resource.
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Locate a current event from an on-line newspaper or magazine that directly relates to
your curriculum.
Objectives for the upcoming Space Shuttle Launch
The most recently discovered primer number (please print in exponential notation...
Don't print out the entire number!)
Total daylight hours (Sunrise to Sunset) for today as well as the total daylight hours at
the spring equinox, summer solstice, fall equinox, and winter solstice for Anchorage
AK, Seattle WA, Los Angeles CA.)
A satellite photograph of a recent storm in North America
A map illustrating the location of the most recent earthquake in North America
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a) Current event about ecology.
b) http://www.cnn.com/2004/TECH/science/09/22/endangered.dragonfly.ap/index.html
c) This article talks about an endangered dragonfly and the lawsuit to protect its habitat.
This article would be good to start a discussion about the rights of endangered animals
versus the rights of humans to use the land.
d)
a) Current satellite photograph of US storms
b) http://www.weather.com/maps/news/normalweather/usinfraredsatellite_large.html
c) This website shows an animation of the current US weather conditions. In particular,
you can see hurricane Jeanne approaching the gulf coast states.
d)
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(12) Develop a Lesson Plan that Uses the Web: Develop a lesson for students in one of
your classes that requires them to access three or more URLs. The lesson plan
should include:
• Major concepts
• Performance objectives (what will students be able to do when the lesson is
completed?)
• Detailed handout that will lead students through the lesson
• A listing of URLs that will be accessed
• A sample of a completed lesson
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(13) Finding & Mapping Field Trip Locations: Locate the address of a local science or
mathematics field trip destination using one of the online search engines. Generate a
street and/or topographic map of your field trip destination.
On October 15th, I am taking 50 students to the Bodyworlds exhibit at the California
Science Center.
Aerial photo:
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Street map:
(14) SED 646 Class Hypernews Discussion Group: Log on to news group created for this
class. Make your own significant contributions to the news group throughout the
semester. Please add only useful information or good questions.
DONE
(15) Subject Matter Newsgroup: Find and subscribe to a news group related to one of the
subjects you teach. (Examples: a newsgroup for Advanced Placement Biology Teachers,
or a newsgroup for those teaching integrated science).
I joined Google.com which allows you access to all of their newsgroups. I have really
enjoyed the evolution newsgroup.
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