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TRACKING GRIZZLYS VIRTUAL LAB

How can the size of a population of grizzly bears be estimated?

PURPOSE: Students will explore a DNA fingerprinting technology that wildlife management biologists use to identify animals without ever touching them.

STANDARDS: 1.3.1, 4.4.5 Science; 1.1.1, 2.3.1 Tech

PROCEDURES: Students will navigate to the McGraw-Hill Virtual Lab website. http://www.mhhe.com/biosci/genbio/virtual_labs. From there students will find the topic: Tracking Grizzlies, click on it and it will take students to a Virtual Lab. There students will follow the procedures as outlined on the webpage to navigate their way through this lab investigation. There is an online Journal that students will fill out and submit. It also has a table tab that students will use to create and analyze the DNA of grizzly bear hair samples. Through this process students will learn how to distinguish between the numbers of bears in a surrounding environment and estimate the population through a new technique. When students have completed their assignment they can either print it out and submit it or they may e-mail their completed work to the teacher.

EVALUATION: Students will be evaluated on the information submitted from their virtual lab.

Found in: 8th Grade, All Year Long, Science

Periodic Properties of the Elements Virtual Lab

Objectives
• Analyze trends within groups and periods on the periodic table of elements.
(Exploration 1)
• Determine the identity of seven mystery elements based on periodic table trends. (Exploration 2)

PROCEDURES: Students will navigate to the McGraw-Hill Virtual Lab website. http://www.mhhe.com/biosci/genbio/virtual_labs. From there students will find the topic: The Periodic Table, click on it and it will take students to a Virtual Lab. There students will follow the procedures as outlined on the webpage to navigate their way through this lab investigation. There are questions and tables that students answers in order to familiarize them with the table. When students have completed their assignment they can either print it out and submit it or they may e-mail their completed work to the teacher. In this activity, a partial periodic table is provided. Students will select an element and evaluate the element’s physical properties. After selecting the element, they will analyze the patterns of these properties as they occur across a period as well as trends that exist down a group. Students will identify several mystery elements by investigating and interpreting periodic trends.

STANDARDS:
5.1.1, 5.1.6 Science, 1.1.1, 2.3.1 Tech

EVALUATION: Students will be evaluated on the information submitted from their virtual lab.

Found in: 8th Grade, All Year Long, Science

Communities and Biomes Virtual Lab

How can you model a balanced marine biome?

PURPOSE: To create and maintain a marine biome in the form of a reef tank.

OBJECTIVES: Compare the symbiotic and competitive relationships in organisms within an ecosystem.
Students will navigate to the McGraw-Hill Virtual Lab website. http://www.mhhe.com/biosci/genbio/virtual_labs. From there students will find the topic: Communities and Biomes, click on it and it will take students to a Virtual Lab. Students will follow the procedures as outlined on the webpage to navigate their way through this lab investigation to create and maintain a healthy reef tank. There are specific guidelines and procedures that students must follow prior to setting up their tank and all information is recorded in their journal and on the provided charts and tables. It also has a table tab that students will use to record and monitor the progress of their biome over a 12-week period. Students will submit a Journal at the end that documented their progress from start to finish. When students have completed their assignment they can either print it out and submit it or they may e-mail their completed work to the teacher.

EVALUATION: Students will be evaluated on the information submitted from their virtual lab.

Found in: 8th Grade, All Year Long, Science

“Ancient China”

The inspiration for this lesson came from an Instructor magazine from January/February 2003!

Since I teach four different Ancient Civilizations – one each quarter of the year, finding technology-based lessons isn’t always easy, especially in ART!!! This was a really fun idea and the students really enjoyed it!

ART STANDARDS: CREATE – Students will produce artworks based on art issues and values. Students will learn the appropriate use of materials, tools and techniques. Students will be able to identify and use the elements of art and principles of design in their creations. RELATE – Students will be able to convey the meanings and purposes of the art of the period. EVALUATE – Students will be able to determine the quality of their artworks and the artworks of the masters.

TECHNOLOGY STANDARDS: CREATIVITY AND INNOVATION – Concept 1: Knowledge and Ideas – Use technology to generate knowledge and new ideas. PO1. Analyze and evaluate information to generate new ideas, processes or products. RESEARCH AND INFORMATION LITERACY – Concept 1. Planning – Plan strategies to guide inquiry. PO2. Determine which information source will provide the desired data. Concept 2: Processing – Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. PO1. Locate and synthesize information utilizing advanced search strategies. PO5. Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media responsibly and citing resources appropriately. DIGITAL CITIZENSHIP – Concept 1: Safety and Ethics – Advocate and practice safe, legal, and responsible use of information and technology. PO3. Articulate and practice the school and district rules governing the use of digital tools as defined by school board policy and procedures. PO4. Demonstrate safe online communication practices regarding personal information. PO6. Exhibit legal and ethical behavior when using technology. TECHNOLOGY OPERATIONS AND CONCEPTS – Concept 2: Applications – Select and use applications effectively and productively. PO7. Identify and use network protocols for moving files and secure web access. Concept 4: Transfer of Knowledge – Transfer current knowledge to learning of new technologies. PO1. Transfer understanding of current technologies to new and novel learning situations.

At this point of the quarter, the students have been immersed in the Ancient Chinese culture for four and a half weeks! They have studied the geography, created a timeline, compared the dynasties, and made several different art creations (ceramic pots, dragons, weavings, etc.)! Now, they are ready to do a little technological research!

LESSON SEQUENCE:
I. Students will be directed to access their individual laptop computers.
II. Teacher will distribute the “Cyberhunt Reproducible”, Ancient China, from the Scholastic magazine to each student.
III. Students will be directed to follow the instructions on the page (included).
IV. Students will work individually to complete the questions.
V. Students will then discuss as a class the information they have gathered from their cyber-search.
VI. Finally, students will place their pages into their individual portfolios for future reference.

This was a very popular lesson!

Found in: 7th Grade, 8th Grade, All Year Long, Social Studies, Visual Arts

Dorothea Lange

The study of Dorothea Lange, a documentary photographer of the 1930’s, was an eye-opener for my 8th grade students!

ART STANDARDS: CREATE – Students will produce artworks based on art issues and values. Students will learn the appropriate use of materials, tools and techniques. Students will be able to identify and use the elements of art and principles of design in their creations. RELATE – Students will be able to convey the meanings and purposes of art of the period. EVALUATE – Students will be able to determine the quality of their artworks and the artworks of the masters.

TECHNOLOGY STANDARDS: CREATIVITY AND INNOVATION – Concept 1: Knowledge and Ideas – Use technology to generate knowledge and new ideas. PO1. Analyze and evaluate information to generate new ideas, processes or products. RESEARCH AND INFORMATION LITERACY – Concept 1: Planning – Plan strategies to guide inquiry. PO2. Determine which information source will provide the desired data. Concept 2: Processing – Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. PO1. Locate and synthesize information utilizing advanced search strategies. PO5. Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media responsibly, and citing resources appropriately. DIGITAL CITIZENSHIP – Concept 1: Safety and Ethics – Advocate and practice safe, legal, and responsible use of information and technology. PO3. Articulate and practice the school and district rules governing the use of digital tools as defined by school board policy and procedures. PO4. Demonstrate safe online communication practices regarding personal information. PO6. Exhibit legal and ethical behavior when using technology. TECHNOLOGY OPERATIONS AND CONCEPTS – Concept 2: Applications – Select and use applications effectively and productively. PO7. Identify and use network protocols for moving files and secure web access. Concept 4: Transfer of Knowledge – Transfer current knowledge to learning of new technologies. PO1. Transfer understanding of current technologies to new and novel learning situations.

After discussing, as a class, Dorothea Lange’s Migrant Mother and relating it to the 1930’s and the hardships of the times, and discussing The Grapes of Wrath and Esperanza Rising to demonstrate understanding, the students were ready to begin their individual photographic documentaries.

LESSON SEQUENCE:
I. Students were directed to take their laptops and take pictures of interesting sights around the campus that they could use in telling a story.
II. Students were directed to take a minimum of 5 photographs and no more than 8 photographs.
III. Students were also directed to gain permission from other teachers if they wanted to enter their classroom to photograph.
IV. After taking and printing their photographs, the students were to organize them into the consecutive order for their stories.
V. Finally, the students created a foldout booklet and mounted their photographs (in order) and added captions so that their booklets would look like a magazine layout.

This was a highly popular project and really “showcased” the students’ talents and abilities!

Found in: 8th Grade, All Year Long, Social Studies, Visual Arts