Integration+Strategies

Science Class Strategies for Technology Integration toc

**Overview **
The essential skills of science are inquiry, experimentation, and reasoning, all encompassed by the scientific method. Technology tools are a means of accelerating and deepening the scientific process that employs these skills. Students can interact with materials and ideas that are otherwise inaccessible to a middle school classroom. What’s more, technology permits students to act as real scientists, who use these tools in their labs as well. The primary function of technology in a science classroom is thus to assist with the collection, analysis, and representation of data. A secondary purpose is the modeling of key concepts and presentation of relevant multimedia, both of which serve to supplement (or supplant) the textbook.

**Research skills **
Students will develop more complex research questions from 6-8 grade. To research these questions, students must be able to utilize Wikipedia, science journals, and be able to identify reliable sources through techniques learned in 6th grade as well as by comparing a resource to several others. In 8th grade, students will be able to determine reliability of sources and recognize bias. Students will also be expected to comfortably identify and utilize primary, secondary, and tertiary sources for any research endeavor. Collaboration with English and History teachers recommended on this skill especially.

**Use of spreadsheets **
In 6th grade, students will learn to collect data and organize it in a spreadsheet. They will also learn the basics of applying formulas to a set of data and deriving a chart/graph from the data. In 7th grade, students will learn to create more advanced spreadsheets that apply formulas to sets of data that they collect through experimentation or as provided to them. They will then use results from these spreadsheets to evaluate hypotheses and solve problems. In 8th grade, students will use data manipulation and “what if” scenarios in a spreadsheet to refine a hypothesis. They will learn to derive formulas and turn spreadsheets into analytical programs. Results from spreadsheets will be applied to more complex problems and experiments.

**Internet Resources **
For every topic, there are countless Internet resources available. There are simulations of concepts, maps, images, and videos of natural phenomena, and excellent tutorials that supplement every unit. Often, these resources are no better than (or are worse than) a textbook, but sometimes they can either complement or supplant sections of the textbook. I would recommend making use of the simulations and media frequently, and the other content at your discretion. For example, if you were to use the [|__density simulator__] , students could change the settings and collect the results in spreadsheet. Then, by graphing the data, they could try to derive the formula for density by looking for a pattern in the graph.

**Modeling **
It is possible to create a [|__mathematical model__]  for every concept that utilizes formulas. Experiment data can be recorded, manipulated, and analyzed using spreadsheets. Students can also make predictions as to how an experiment will go using the spreadsheet, and compare results with their predictions. They can derive charts and graphs from this data as well. I have uploaded a series of Excelets for 7th and 8th grade. Students could create their models and input collected data after an experiment. Because these involve higher level thinking and more complex math, I would recommend that use of models be reserved for 7th and 8th grades.

**Authentic Products **
<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">In 6th grade, students use social media and the Internet to promote a certain cause. Students represent their efforts in a graphic. In 7th grade, students use technology to represent a product that improves quality of life. They chronicle their efforts by means of a digital portfolio. In 8th grade, students use data collection tools, statistical analysis, and Internet research to refine the design of some already existing product. Students also use video hardware and software to produce a video that chronicles an experiment.

====**<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Digital Resources to Extend the Classroom **==== <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">In 6th grade, students can submit homework digitally via Google Docs or Edline. In 7th grade, student use discussion boards and blogs to continue class discussions. By 8th grade, students can keep on-line journals for the purposes of reflection and feedback.

**<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Collaborative Tools **
<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">In 6th grade, students use tools that promote student-to-student and student-to-teacher collaboration like Google Docs and Edline. In 7th grade, students collaborate with community members using these and other tools. By 8th grade, students are expected to collaborate with individuals worldwide.

**<span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Flipping **
<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Using Khan Academy (www.khanacademy.org), students can work on a lesson at home in order to practice the skill or concept and apply it in the classroom. This strategy is known as “flipping,” because homework becomes classwork and vice-versa.

====<span style="background-color: #ffffff; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"><span style="font-family: 'Times New Roman',Times,serif;">**To do now** : ==== <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Prepare students to research more effectively on Google using specific operators <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Communicate with other content areas in grade-level to determine introduction of certain skills <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Ensure that students can determine the reliability of the source and locate different types of resources <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Teach students how to add and use formulas in spreadsheets <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Consider digital resources as substitutes for sections of the textbook <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Make use of Edline’s “extending the classroom” features <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 15px; text-decoration: none; vertical-align: baseline;">Consider moving class to Google Docs