For my PHASE 5, ImagineIT project, I presented my goal for implementing Engineering in Life Science to my colleagues in our Science Vertical Team meeting, which consists of 6 people. I stated that I had spoken with our assistant principal about seeking permission for my students to use their cell phones to complete modeling projects. I had students create models to convey their understanding of the Nervous System using the Stop Motion Studio app., publish on YouTube and share to a Google Slides I created. My assistant principal was impressed and appeared to be very happy with the results and the technology opportunities provided to my students; therefore, granting permission to continue using cell phones as a medium of technology in my classroom. My colleagues were, also, impressed and gave lots of positive feedback as I showed them models that I created from pinterest and YouTube of robotic hands. I expressed that I want my students to create models to demonstrate their knowledge and understanding of content.
I expressed my dilemma to my team that I would prefer having the students design, create, test, and redesign if necessary to complete their models; in contrast, to just following directions as I did to create the robotic hands from straws. Many of our activities in my science curriculum have students follow a procedure to an experiment and a few to design their own. I would prefer for students to design their own experiments, and want them to design and create their models too. My colleagues agreed that it would be best to have the students design their models, rather than following a procedure.
I did not choose a small focus group of students for this first activity of technology and model implementation, but simply decided to jump right in and have all my 150-8th graders complete the assignment in their groups. I observed students researching and using a variety of resources to further their understanding of how the nervous system functions. Students used a variety of materials that were available to them from my supplies; however, many also brought materials they needed from home and/or purchased, such as play-doh. Students worked on the project as a classroom assignment to avoid the problem of parents' concern about their child going to someone else's home. I observed students having productive conversations, which is a goal to improve students' dialogue to improve conceptual understanding, along with being my school's meaningful practice.
My suggestions for their second modeling and technology activity is to create a Digestive System model to convey their conceptual understanding of how the system functions. Prerequisite of learning will include two weeks of hands-on activities, 2 simulations, analysis of readings and experiments, and a written summative assessment on labeling the organs on a diagram of the Digestive System, along with fill in the blank Cloze Procedure format on the structures and functions. Students will work with their groups, will have four days in class, use Stop Motion Studio, publish on YouTube and share to Google slides.
Students suggested, from their critiques from the Nervous System Model, that their videos be a minimum of 3 minutes, pacing of video be appropriate to allow viewer time to read information provided, include sound and/or narration, and most importantly to demonstrate how the system works, rather than just how the structures look and where they're located.
I expressed my dilemma to my team that I would prefer having the students design, create, test, and redesign if necessary to complete their models; in contrast, to just following directions as I did to create the robotic hands from straws. Many of our activities in my science curriculum have students follow a procedure to an experiment and a few to design their own. I would prefer for students to design their own experiments, and want them to design and create their models too. My colleagues agreed that it would be best to have the students design their models, rather than following a procedure.
I did not choose a small focus group of students for this first activity of technology and model implementation, but simply decided to jump right in and have all my 150-8th graders complete the assignment in their groups. I observed students researching and using a variety of resources to further their understanding of how the nervous system functions. Students used a variety of materials that were available to them from my supplies; however, many also brought materials they needed from home and/or purchased, such as play-doh. Students worked on the project as a classroom assignment to avoid the problem of parents' concern about their child going to someone else's home. I observed students having productive conversations, which is a goal to improve students' dialogue to improve conceptual understanding, along with being my school's meaningful practice.
My suggestions for their second modeling and technology activity is to create a Digestive System model to convey their conceptual understanding of how the system functions. Prerequisite of learning will include two weeks of hands-on activities, 2 simulations, analysis of readings and experiments, and a written summative assessment on labeling the organs on a diagram of the Digestive System, along with fill in the blank Cloze Procedure format on the structures and functions. Students will work with their groups, will have four days in class, use Stop Motion Studio, publish on YouTube and share to Google slides.
Students suggested, from their critiques from the Nervous System Model, that their videos be a minimum of 3 minutes, pacing of video be appropriate to allow viewer time to read information provided, include sound and/or narration, and most importantly to demonstrate how the system works, rather than just how the structures look and where they're located.