Useful web 2.0 tools for Science Education
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Useful web 2.0 tools for Science Education
Here are twelve activities that incorporate a Web 2.0 Tool
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NETVIBES

NETVIBES | Useful web 2.0 tools for Science Education | Scoop.it

Netvibes is an all-in-one dashboard intelligence platform useful for teachers and students. It is used as a real-time-social-media monitoring and community portal in education. Netvibes is an effective tool for teachers as it allows them to customize personalized dashboards that can be shared individually or on a system. Students are able to access this Web 2.0 tool as well as create their own.


OUTCOMES:
5.8.2 THE WATSON-CRICK MODEL OF DNA
a) Explain the advantages of DNA replicating exactly

b) Explain the advantages and disadvantages of DNA mutating

c) Identify that information is transferred as DNA on chromosomes when cells reproduce themselves

d) Identify genes are part of DNA

e) Identify the role of genes and environmental factors in determining the features of an organism

4/5.18 PRESENTING INFORMATION

b) Select and use an appropriate medium to present data and information.

ACTIVITY:

Students create a NetVibe at the start of a new topic, for example a topic on DNA. As the topic progresses, students are required to add useful websites, new important information to their modules. This will engage students as students collaborate with each other. It is a very useful tool for revision at the end of the topic.

http://www.netvibes.com/en  ;

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SURVEY MONKEY

SURVEY MONKEY | Useful web 2.0 tools for Science Education | Scoop.it

Survey monkey is an online survey tool that allows students to create surveys and questionnaires to gather information about a particular topic or gain feedback. Students will be constantly engaged, as this requires student opinions rather than facts.


OUTCOMES:
5.8.4 HUMANS

a) Describe the role of the digestive system, circulatory system, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms.

4/5.15 GATHERING FIRST HAND INFORMATION

a) make and record observations and measurements accurately

4/5.18 PRESENTING INFORMATION

e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly

 

 

ACTIVITY:

Students are to create a survey on the amount and type of food and physical activity students perform in a week. Once all results are collected, they can be displayed in a graph or table and will be presented to the classroom. 

http://www.surveymonkey.com/mp/take-a-tour/ ;

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JEOPARDYLABS

JEOPARDYLABS | Useful web 2.0 tools for Science Education | Scoop.it

Jeopardylabs is a tool that enables students to create customized games. The games can be played online from anywhere in the world. In addition, there already exists jeopardy templates that others have created which students can play. Students are actively engaged, as they are able to compete with fellow students using the interactive simulations and compete to win in teams all whilst learning.


OUTCOMES:

4.9.5 THE HYDROSPHERE

a) Describe the water cycle in terms of the physical processes involved

b) Describe the effect of the forces of the sun and moon on the hydrosphere

4/5.17 PROCESSING INFORMATION

b) distinguish between relevant and irrelevant information

4/5.22.2 WORKING IN TEAMS

a) identify the specific roles needed when working in a team

 


ACTIVITY:
Students are to go onto the jeporady labs website (https://jeopardylabs.com/play/weather) and click onto the “Weathers template”. Students form teams of 3 and as a class play the online game, answering questions on water cycles, clouds, stormy weather and tornadoes. 

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WEBSPIRATION CLASSROOM

WEBSPIRATION CLASSROOM | Useful web 2.0 tools for Science Education | Scoop.it

Webspiration Classroom is an online diagraming, graphic organizer, mind mapping, outline tool for writing, brainstorming and collaboration for teachers and students. The visual learning tool provides students with support to improve their writing skills and creates interests as they are given tools to evaluate, synthesize and retain information. In addition, students are actively engaged in learning as they collaborate on group projects, share documents for peer review and receive guidance from teachers throughout the entire process. 

OUTCOMES:
4.8.1 CELL THEORY

a) identify that living things are made of cells

b) identify and describe the function of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast

c) identify that substances move into and out of cells

4/5.18 PRESENTING INFORMATION
e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly 

4/5.22.2 WORKING IN TEAMS

a) identify the specific roles needed when working in a team

 

 

ACTIVITY:

Students open the Cell Analogies template on Webspiration to create a visual analogy between a cell and a factory. In pairs, they are to develop a list of processes necessary for a factory to function and try to match each function to the function of the list of organelles provided. Students are encouraged to use symbols or upload their own images.

http://www.mywebspiration.com

 

 

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VOICETHREAD

VOICETHREAD | Useful web 2.0 tools for Science Education | Scoop.it

VoiceThread is a web application that enables you to use various media to create an interactive slideshow. Students can record audio or text comments that respond to each slide and even draw directly onto the slides to demonstrate ideas-allow the students to take control of discussion rather than the teacher. The ability to record their voices instead of writing and build student’s public speaking skills without having to be in front of the class may create a more comfortable environment that particular students prefer. VoiceThreads can be private or selectively shared for cross-collaboration. This emphasis on collaboration heightens student engagement. 

OUTCOMES:

5.7.3 COMPOUNDS AND REACTIONS
c) construct word equations from observations and written descriptions of a range of chemical formulae

e) qualitatively describe reactants and products in the following chemical reactions i) combustion ii) corrosion iii) precipitation iv) acids on metals and carbonates v) neutralization v) decomposition 

4/5.22.2 WORKING IN TEAMS

a) identify the specific roles needed when working in a team



ACTIVITY:

Using VoiceThread the teacher creates equations leaving out the products or reactants. Students need to complete the equations, including their thought process, by responding in either a record audio or text comment. The teacher will not provide answers. Instead, students are required to justify answers with each other until they all agree. The teacher will then check. This will generate student discussion and collaboration heightening student engagement. 

http://voicethread.com/#q.b47425.i319129

 

 

 

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BUBBL.US

BUBBL.US | Useful web 2.0 tools for Science Education | Scoop.it

Bubbl.us is a simple online tool that allows students to brainstorm ideas, create concept maps, flow charts, webbing and diagrams. This visual tool engages students by enabling them to process large quantities of content into chunks and make links between ideas. In addition, bubbl.us provides students with the opportunity to convert content into personal displays that can be developed collaboratively, shared virtually or even printed out. 

OUTCOMES:

4.8.2 CLASSIFICATION
a) Classify living things according to structural features and identify that they have patterns of similarities and differences

b) Identify a range of plants and animals using simple keys

4/5.18 PRESENTING INFORMATION
e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly 

 
ACTIVITY:

Students are instructed to create their own personalized classification and keys using bubbl.us. They are then required to create a list of plants and animals in which the other students must use their key to identify correctly.

http://www.youtube.com/watchfeature=player_embedded&v=5XfyOi5PtI#!

https://bubbl.us

 

 

 

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PREZI

PREZI | Useful web 2.0 tools for Science Education | Scoop.it

Prezi is a tool that allows students to produce a cloud-based presentation, presenting ideas through a storytelling manner. Students will be engaged in the virtual canvas as they have the ability to customize zooms, size, rotations, fonts, pan and really customize it to their own learning styles.

 

OUTCOMES:

5.9.4 NATURAL EVENTS

f) Explain some impacts of natural events including cyclones, volcanic eruptions and earthquakes on the atmosphere, hydrosphere, lithosphere and/or biospehere.

4/5.22.2 WORKING IN TEAMS

a) identify the specific roles needed when working in a team

 

ACTIVITY:
Students in groups of 3 create a presentation using prezi on natural disasters including the impacts its had on society and the environment. The final prezi products are then to be presented to the class. 

http://prezi.com/your/ ;

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WORDLE

WORDLE | Useful web 2.0 tools for Science Education | Scoop.it

Wordle is a tool to generate ‘word clouds’ from text provided. The more frequent a word is used, the greater emphasis the word is viewed in the cloud. Students are engaged as they have the power to customize fonts, layouts and colour schemes. Final Wordle products can be saved in a gallery or printed out.

OUTCOMES:
5.6 A student applies models, theories and laws to situations involving energy, force and motion.

4/5.18 PRESENTING INFORMATION

e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly 


ACTIVITY:
At a start of a new topic, have a teacher-led discussion on everything the students know about energy. Write down on the whiteboard key words that were discussed, then ask the students to create a word cloud using Wordle with the words. 

http://www.wordle.net 

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THINGLINK

THINGLINK | Useful web 2.0 tools for Science Education | Scoop.it

ThingLink invites students to connect audio, video, images and text in one cohesive presentation. This tool engages students as it enables individuals to extensively research on a particular topic. The knowledge and ideas is then presented in a form that allows students to demonstrate digital literacy skills in image creation, selection, content curation, creativity, tagging and sharing. 

OUTCOMES:

5.7.2 ELEMENTS
b) describe some relationships between elements using the periodic table

4/5.17 PROCESSING INFORMATION

c) check the reliability of gathered data and information by comparing them with observations or information from other sources


ACTIVITY:

Students are to create their own ThingLink based on the periodic table. They are encouraged to embed YouTube videos of particular reactions, add images of what the elements look like or even add audio of the sounds of particular chemical reactions. 

 
www.thinglink.com/ ;

 

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CAPZLES

CAPZLES | Useful web 2.0 tools for Science Education | Scoop.it

Capzles is an interactive timeline maker where students and teachers can add photos, videos, audios and text directly to their timeline. Student engagement is enhanced as each student has the ability to personalize their timeline by choosing their own theme, colour, background and background music, creating a visually appealing product. When students discover in their timelines that history overlaps, students will gain a greater understanding of the content, adding purpose and context, leading to student engagement. There is the option to share capzles publically or keep it private. 

OUTCOMES:

4/5.1 THE HISTORY OF SCIENCE

b) describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence


5.7.1 ATOMIC THEORY
c) describe an appropriate model that has been developed to describe atomic structure

4/5.16 GATHERING INFORMATION FROM SECONDARY SOURCES

a) use a range of sources, including databases, CD-ROMS and the internet, to access information

4/5.17 PROCESSING INFORMATION

c) check the reliability of gathered data and information by comparing them with observations or information from other sources

4/5.18 PRESENTING INFORMATION

b) select and use an appropriate medium to present data and information

 

 

ACTIVITY:

Students are to create a timeline, using capzles, of how the atomic model has evolved over time. These are then uploaded on computers so every student can view their peer’s final work.  

http://www.capzles.com 

 

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WEEBLY

WEEBLY | Useful web 2.0 tools for Science Education | Scoop.it

Weebly is a free online service that allows students and teachers to create websites. Teachers can create a powerful classroom website that can accept homework assignments online and easily manages and monitors student’s websites. Students can build attractive, media rich websites, express themselves creatively enhancing student engagement as they have fun while completing assignments and showcase their work in a self-created e-portfolio. 

OUTCOMES:

5.9.1 THE BIG BANG THEORY
a) Discuss current scientific thinking about the origin of the universe

b) Identify that some types of electromagnetic radiation are used to provide information about the universe

c) Describe some of the difficulties in obtaining information about the universe 

4/5.18 PRESENTING INFORMATION

b) select and use an appropriate medium to present data and information


ACTIVITY:

In groups of 2-3, students are to create a website using weebly covering the above content statements. Students spend 1-2 lessons in class to work on this, however it is set as a group assignment whereby the students must organize completion in their own time. 

 

http://www.weebly.com

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GOOGLE EARTH

GOOGLE EARTH | Useful web 2.0 tools for Science Education | Scoop.it

Google Earth provides a virtual learning environment for interactive student engagement. It enables students with differing learning styles to explore a vast collection of material in their own direction, but with set goals, whilst simultaneously enhancing their content knowledge. It goes beyond just a mapping tool. Google Earth can be applied to numerous facets of science from exploring the oceanic ecosystem, weather, earthquakes and volcanoes to astronomy. The real life global satellite images add purpose and context to the students’ learning, heightening engagement. 

 

ACTIVITY:

Prior to using Google Earth, students should be given reading materials on the basis of plate tectonics, plate boundaries, and plate boundary interactions. As a classroom activity, students are given a worksheet that instructs/guides them through Google Earth and have questions related to the task that they must answer.

 

OUTCOMES:

5.9.2 THEORY OF PLATE TECTONICS

a) discuss evidence that suggests crustal plates move over time

5.9.4 NATURAL EVENTS

e) explain how interactions at plate boundaries may result in earthquakes, volcanic activity and new landforms

f) explain some impacts of natural events including cyclones, volcanic eruptions and earthquakes on the atmosphere, hydrosphere, lithosphere and/or biosphere
4/5.19 THINKING CRITICIALLY
 

 

http://www.google.com/earth/index.html

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