Friday, November 2, 2007

Glaciation and Glacier Erosion

Gradual Changes to Planet Earth
Grade 7
Website #1: GroupID=12426&ResourceId=60796

Website #2:


The first website is a series of animations/simulations that illustrate how water flows over land and what changes result.
The second website is a movie showing the Colorado River and what changes have occurred as a result of this river in the State of Utah.

Description of Integration Idea:

I would use these sites as a supplement to my Grade 7 Science curriculum. One of the topics covered is Planet Earth. Within this topic it is expected that students are able recognize gradual/incremental changes to the earth's surface. To aid student understanding of gradual or incremental change produced by river erosion I would the two sites listed above. After going through the animations and simualtions (Website #1) I would have the studnets watch the video on the Colorado River (Website #2). As Lethbridge has a river running right through the core of the city I would like the studnets to take what they learned from the websites and apply it to the Old Man River and make observations and predictions on gradual changes in Southern Alberta due to the Old Man River.

Planning and Preparation:

I would view all the links/ watch the video and make sure all of the student computers had the necessary software to view the video. I would have the students work in small groups to encourage cooperation. If the site didn’t work on a student’s computer that day, I would have them try another or break up that group and send each member to another group with a working computer.
Following each groups completion I would have them stay together to generate predictions and observations regarding the Old Man River. I would have the students work together to form a list of predictions and observations surrounding if and how the Old Man River will change landscape of Souther Alberta. In advance I will make a list of predictions and observations myself to anticipate what the groups will come up with. Once the groups are done I will bring them together as a class to make a complete class list. with this class list we will organize a field trip to the Old Man River. There we will document whether we think the observations and predictions are true. Pictures will be taken as evidence and the students will write a report on the Old Man River.

Subject Outcome:

1. Students will investigate and interpret evidence that Earth’s surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change)

2. Students will identify and interpret examples of gradual/incremental change, and predict the results of those changes over extended periods of time (e.g., identify evidence of erosion, and predict the effect of erosional change over a year, century and millennium; project the effect of a given rate of continental drift over a period of one million years).

ICT Outcome:

C.5: 3.2
P.5: 3.2

Monday, October 29, 2007


Octover 29, 2007

This WebQuest thing is a fabulous idea!!! I love technology and think I will implement this in a computer class (if I ever teach one).
I decided to do my WebQuest on the Changes of the Earth's Surface. This is a topic covered in Grade 7 science. I focused on how some changes are gradual and some are sudden.
I think it would a great way to combime ICT and my science lessons.
I highly recommended it.
Here si the link to my WebQuest:

Tuesday, October 9, 2007

This Blog was Inspiring!

How do living things change?

In grade one there is a unit devoted to Seasonal Changes. I would use this type of diagram to introduce the concept of seasons and how the changing of seasons influences living things. I think in a lesson I would first discuss with students the four seasons. I would then present this above diagram and start a group discussion as to how plants and animals change based on the season. As these students are young I would likely have them pick one of the categories above and draw a specific season and how a living thing changes during this season. In another lesson I might begin with the below diagram and ask the students input as to what changes happen in their own lives during each of the seasons. If in a classroom with a Smartboard I would show the students how to scroll through the options and select appropriate links that match the answers they provided. For example I would walk the students through how to put a picture of sports in place of the question box (as sport related activities change during the seasons).

Incorporating this software would be very visually appealing to the young audience. I really think that concept mapping has use in the lower elementary grades as it is nice to look at, colorful, and will grab their attention. In higher grades I think it would be a simple way to present somewhat complex information.
I could have created more links and provided the seasonal changes for plants and animals but starting a discussion allows for class discussion. I also thought that having them draw their ideas of changes and living things would incorporate fine arts skills. By presenting the second diagram and requiring a student to make changes via a Smartboard, student will have accomplished ICT goals C.1 (1.1, 1.2). Covering this material will achieve the second and third SLO in the science PoS.
I really enjoyed this software and plan to make great use of it.

Monday, October 1, 2007

Science Activity

Where Can Your Trash Go?

The Solid Waste Agency of Lake County, IL (2003) put together a website that I will use to demonstrate where human waste can go. We all have those questions as to what can be recycled and what can't. This will be fun and help you figure out which bin to throw your trash in. I will use this game called Trash4Kids in a Grade 3 classroom.
I will first place several items on my desk. These items will include common everyday items thrown away. I will tell the students I want them to think about where they think these items should go. Do they belong in the trash or in the recycling bin? I want them to save their answers for after out activity. I will then send the students in groups to available computers (in classroom or computer lab).

This game is fairly simple. Pieces of trash or waste will be scattered on the floor. It is the students job to determine whether these items can be recycled or not. There will also be a series of multiple choice questions to be answered. The students must answer each question. Once the game is done they will come back to their seat and write down where they think the items at the front of the class belong.
I will then go through the game at the front of the classroom using the Smartboard or projection screen. If I have student volunteers I would accept them as well.
Once the game was completed I would ask the students to tell me which items belong where and why.

General Learner Outcomes: This activity reviews sorting waste and being responsible with your garbage.

Specific Learner Outcomes: This activity helps students understand and classify different types of human waste. This game gives an introduction to methods of disposal as well. Students will also become aware of the different types of packaging and what that means for recycling.

ICT Outcomes: This activity I feel achieves ICT outcomes 1.1. During this activity students are required to move the cursor around, click on icons and buttons, as well as move objects around on the screen.
I think using this activity gets children more interested in the subject area. At this level it is difficult for kids to understand things on a global level. I think this is a fun and creative way to introduce them to waste and recycling. It also uses fun visuals and allows them to see what the different materials look like. It also provides facts and is very informative.

Solid Waste Agency of Lake County, IL (2003) Trash 4 Kids [Electronic Version] Retrieved October 1, 2007 from
The Kids Garden (2006) Garden Recycling [Electronic Version] Retrieved Octover 1, 2007 from
It's a Mom's World (2007) Teaching your kids about recycling: Recycling projects for kids [Electronic Version] Retrieved October 1, 2007
Alberta Environment (2005) Get in the Loop (Teacher's Guide) [Electronic Version] Retreived October 1, 2007 form

Comments on Other Student's Blog:
"You have a great number of references and did a lot of research. Nice job! I also really enjoyed the topic. I found it very useful and informative. I think the students would be completely on board and on task. You achieved both the general and specific learner outcomes in a great manner.Excellent Work!
The above quote is what I wrote on another student's blog site. It looked very similar to mine. I was great to read another student's approach. I think I will look at others when doing assignments and discuss ideas and thoughts with other students.

Sunday, September 23, 2007

Blogging in the Science classroom.

Science Blogging.

The area I would like to discuss in relation to blogging is Grade 11 physics. When the teacher gets to the topic of oscillatory motion and mechanical many students do you think will leave the classroom somewhat confused or completely lost? I know that is how I felt leaving many physics lessons in my last years of high school.

I think that if the teacher was to design a blogging site for students to discuss lessons and demonstrations, that many positive things would result. Students would have the opportunity to discuss course content outside of the classroom. This would be less intimidating for many students. The less vocal students could use this form of technology to have a voice. Students communicating with one another about course content, sharing likes and dislikes would create a greater sense of community within the class. Increasing the sense of community would improve the overall attitude in the class. A positive attitude, I feel would benefit students and be reflected in their quality of work.

The teacher could also use blogging to post assignment information and test material. The students could use blogging to work on group assignments without having to be at the same place or time. This would allow for more freedom. As teenagers often feel smothered by rules and regulations, I feel that having blogging as a method of completing course work on their own time and at their own discretion would be ideal.
The two websites listed below support my positive outlook on blogging in the high school science classroom. The website specifically discussing physics classroom mentions that the overall classroom attitude improved and to use exact phrasing the class in fact "came alive". Students were supportive of one another and joined together to accomplish goals.

As the second website discusses rules are necessary to ensure safe blogging. If I were to implement blogging into my classroom, I would keep the blog posts available to only members of the class at first. As the blog is meant for classroom purposes I would see no immediate reason to open the blogging information to the general public. I would have very clear guidelines as to the purpose of blogging. As I would expect my students to have good blogging etiquette I would teach a lesson or two on rules and proper etiquette prior to initiating the blogging site. I would monitor the blogs routinely to ensure the safety and the ntegrity of students.

In conclusion, I am a firm supporter of blogging in the highschool science classroom or any classroom for that matter. By educating students on what a powerful tool it can be when used appropriately I beleive it would help the classroom as a whole and each student individually.


Tuesday, September 11, 2007

Education 3508 Blog Assignment #1

I am so proud of myself. This is the first time I have ever made a blog. It is relateively easy if I do say so!!

Personal Introduction: I am 28 years old. I grew up in Capre Breton, Nova Scotia. I lived in Halifax for five years, where I received my Bachelor's Degree from Dalhousie University. I went from there to Alberta (5 years ago) where I attended the University of Lethbridge. I spent two years in the neuroscience building working away at a Master's degree.

I have been for the past two years working as a behavioural therapsit assisting children with autism. I was also employed by the Holy Spirit Catholic School Board as a teachers aid.

My experience in the classroom setting is what led me down the road of education.....which essentially brings me to today.

Blogging in Education: My first impression of blogging is that it opens a set of doors that were not open when I was going through the educational system. Blogging can allow kids to communicate with one another freely and at their convenience. It also allows the teacher to communicate more readily with the students. Postings can be made at anytime and from anywhere. The postings can be in journal or diary format, which allows students to archive their experiences. Postings can be used in an administrative manner, allowing teachers to post information regarding course outlines and homework assignments. Blogging can also be used to communicate with parents. Parents can be aware of class activities by simply logging on the

web. This would definitely aid parent teacher relationships.

On a broader level I think blogging may serve to help those students in class that are shy and afraid to ask their question or state their opnion in front of a classroom full of peers. The informality is appealling to many students and especially those that struggle in group situations.

Blogging is a great tool to incorporate into the curriculum and a user friendly way to welcome technology. However the old saying "too much of a good thing" comes to mind.Tthe fact that blogging is so informal makes it very inviting. It would have to be very well monitired by teachers and administrators that it is used appropriately. This tool in the wrong hands could be a problem. With ideas and information being shared so freely people could be targets for harassment and ridicule. People could become targets. This is my one prominent fear.

In summary I think that opening this communication tool serves many great purposes and is vastly beneficial. The benefits will only last if the mode of communication is monitored and shaped by the teachers and administrators.

Two thimbs up from this Bluenoser!!!