Web 2.0 Tool Activities
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Web 2.0 Tool Activities
Incorporating web 2.0 tools into science classrooms
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aMap

aMap | Web 2.0 Tool Activities | Scoop.it

aMap is an online interactive tool that allows teachers and students to create an argument map where people can engage in debates and add arguments to support or disagree with a topic

 

CONTENT STATEMENT
5.12 technology
b) discuss the benefits and problems associated with medical and industrial uses of nuclear energy

 

PFA
4/5.4 the implications of science for society and the environment
a) discuss viewpoints about some issues with a major scientific component

 OUTCOMES

4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information

 

ACTIVITY
Teacher sets up an interactive personalized aMap which asks students whether nuclear energy should be used in Australia. Each student is to do research on the benefits and problems of using nuclear energy and is to add an argument to the aMap with links to supporting evidence. Students are then encouraged to explore the different arguments that have been contributed to the aMap.

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IHMC CmapTools

IHMC CmapTools | Web 2.0 Tool Activities | Scoop.it

The CmapTools software allows teachers to construct, navigate, share information represented as concept maps. The software allows teachers and students to add links and images that can be viewed when clicking on icons.

 

CONTENT STATMENT
4.10 ecosystems
b) describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related

 

ACTIVITY

Teacher can use CmapTools to construct a concept map on food webs that can be used to explain how a food web works. Students are then given a list of Australian animals that can be grouped under produces, consumer and decomposers. Students then use the concept map to help them create their own food web that includes Australian animals.

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Exploratree

Exploratree | Web 2.0 Tool Activities | Scoop.it

Exploratree is a website that offers teachers with a selection of visual thinking guides that can be used in the classroom. It can be used as a tool for students to map their information and ideas.

 

CONTENT STATEMENT
5.11.2 waste from resource use
b) identify excessive use of fossil fuels as a contributing factor to a greenhouse effect

 

PFA
4/5.4 the implications of science for society and the environment

 

ACTIVITY

Teachers will use Exploratree to produce template thinking guides for students on the effects of increased green house gases in the atmosphere. Students can then work individually or in pairs to fill out the thinking guides by using their knowledge previously learnt. Students will include impacts of the greenhouse effect on both humans and the environment.

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ToonDoo - World's fastest way to create cartoons!

ToonDoo - World's fastest way to create cartoons! | Web 2.0 Tool Activities | Scoop.it

Toondo is a website that allows teacher and students to be creative through making their own comic strips and cartoons.

 

CONTENT STATEMENT
5.6.2 Newton’s Laws – motion
d) analyse qualitatively common situations involving motion in terms of Newton’s Laws.

 

OUTCOMES
4/5.22.2 working in teams

 

ACTIVITY

Teachers uses toondoo to create a number of comics of everyday situations that can be related with Newton’s laws. Students are divided into groups and assigned with a comic strip. Students then use their knowledge to discuss about what their comic is about and how are Newton’s Laws applied to the situation. Students then report back their thoughts with the class.

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Google Earth

Google Earth | Web 2.0 Tool Activities | Scoop.it

Google earth allows students to explore earth and space through satellite imagery, maps and terrain. Through this tool students will be able to experience a more realistic view of places found not only on earth but also in the universe. Google earth has a feature known as Google Sky where teachers are able to take students on a tour in space by looking at real life imagery of galaxies, stars and planets.

 

CONTENT STATEMENT
4.9.2 components of the universe
a) describe some major features of the universe, including galaxies, stars, nebulae and solar systems
b) use appropriate scales to describe differences in sizes of, and distances between, structures making up the universe.

 

OUTCOMES
4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information

 

ACTIVITY 

In a class activity students may use google sky to answer questions on a worksheet provided by the teacher. The worksheet will include a list of instructions so that students are able to navigate the tool and guide them to the answers in the process.

 

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CONTENT STATEMENT
4.9.6 the lithosphere
c) relate the formation of landforms to weathering, erosion and deposition

 

OUTCOMES
4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information

 

ACTIVITY

Teachers use Google Earth to present to students some examples of different landforms around the world. Students are then to research on a holiday destination that is also a land form and create a pamphlet to promote that destination. Students will include information on how the landform was formed and can use images and sources from Google Earth to help them.

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Glogster: make a poster online.

Glogster: make a poster online. | Web 2.0 Tool Activities | Scoop.it

Glogster is a website that teachers and students can use to create interactive posters. It engages students through creativity as they can include things such as photos, videos, animations and effects in their posters.

 

CONTENT STATEMENT
5.8.4 humans
b) describe some responses of body systems to infectious and non-infectious diseases

 

OUTCOMES
4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information
b) use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information
4/5.17 processing information
b) distinguish between relevant and irrelevant information

 

ACTIVITY

Glogster can be used in a lesson where students are learning about infectious and non-infectious diseases. In pairs students will choose a particular disease that they are interested in and do research on the symptoms and nature of the disease. Then they will present the information they have gathered on a glog and share it with the class.

 

_____________________________________________

 

 

CONTENT STATEMENT
5.12 technology
c) describe some benefits and problems of using biotechnology

 

PFA
4/5.4 the implications of science for society and the environment
a) discuss viewpoints about some issues with a major scientific component

c) identify choices that need to be or have been made when considering whether to use particular scientific advances
OUTCOMES
4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information

 

ACTIVITY

In groups, students are to research on a particular application of biotechnology in either medicine or agriculture and find supporting and disagreeing arguments on their chosen technology, this can include articles and videos. Students will use glogster to present their information in and share it with the rest of the class. This can be used to stimulate a class discussion on uses of biotechnology.

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bubbl.us | brainstorm and mind map online

bubbl.us | brainstorm and mind map online | Web 2.0 Tool Activities | Scoop.it

Bubbl.us is an online tool that allows teachers and students to create their own brain storms and mind maps. Mind maps can be used to engage students through the gathering of ideas and visual representation of those ideas. Teachers can use this tool to create mind map templates that students can use in classroom activities.

 

CONTENT STATEMENT
4.8.2 classification
a) classify living things according to structural features and identify that they have patterns of similarities and differences

 

ACTIVITY

The teacher creates a mind map template for the classification of living things with some of the bubbles filled in and some are left blank for students to fill in. Teacher can also provide an example of a complete mind map to help students understand the task.

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Prezi - The Zooming Presentation Editor

Prezi - The Zooming Presentation Editor | Web 2.0 Tool Activities | Scoop.it

Prezi is a type of software that can be used to create presentations. It utilises a zoomable canvas that can make visual presentations more captivating and can lead students down a path of discovery.

 

CONTENT STATEMENTS
9.4 The Search for Better Health
2. Over 3000 years ago the Chinese and Hebrews were advocating cleanliness in food, water and personal hygiene
- explain why cleanliness in food, water and personal hygiene practices assist in control of disease

 

OUTCOMES
11.2 plan first-hand investigations to:
c) design investigations that allow valid and reliable data and information to be collected
d) design and trial procedures to undertake investigations and explain why a procedure, a sequence of procedures or repetition of procedures is appropriate

 

ACTIVITY

Teachers can use prezi to create a presentation that tells a story. For example, the story of John snow and the discovery of cholera. This presentation is used as a stimulus for students to learn about disease and investigations in science. Students are then required to plan their own investigations on microbes found in food or in water.

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Bingo Card Generators

Bingo Card Generators | Web 2.0 Tool Activities | Scoop.it

Online bingo generators can be used by teachers to generate bingo cards to be used in classroom activities. Getting students involved in a game at the beginning of the class can help stimulate their thoughts on a topic and engage them to participate.

 

CONTENT STATEMENT
4.8.2 classification
a) classify living things according to structural features and identify that they have patterns of similarities and differences

 

ACTIVITY 

Teachers can use the bingo at the beginning of a classification lesson. Students are given the generated bingo cards with a variety of animals on them, teacher then calls out a characteristic, if the animals on the card posses that characteristic student is to mark it. In this game students identify and learn about some of the structure features of animals.

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Timeglider: Web-based Timeline Software

Timeglider: Web-based Timeline Software | Web 2.0 Tool Activities | Scoop.it

Time glider is an interactive timeline application that teachers and students can use to easily organise events and information.

 

CONTENT STATEMENT
4.9.2 components of the universe
a) describe some major features of the universe, including galaxies, stars, nebulae and solar systems

 

OUTCOMES
4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information
b) use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information
4/5.17 processing information
b) distinguish between relevant and irrelevant information

 

ACTIVITY

Teachers can use time glider to create a timeline on the components of the universe and when they were discovered. Students are given access to the timeline as teacher introduces the topic. Students then get into small groups and choose one of the components mentioned in the timeline and are to do research on the major features. They then add their gathered information to the timeline and are able to share it with the rest of the class.

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