ict portfolio michael jacobs

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Science double method 2012 ICT portfolio

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  • 1. ICT PORTFOLIOMichael Jacobs z3293425

2. #1 Survey Monkey Survey monkey allows you to find or create an online survey. Survey monkey could be used as a way of assessment or self-assessment forthe students. Students can test their knowledge by answering questions andseeing if they are correct or incorrect. This could engage students who areinterested to know if their knowledge is correct. Outcome 4.8: A student describes features of living things. Content 4.8.5 humans. a) describe the role of thedigestive, circulatory, excretory, skeletal and respiratory systems inmaintaining humans as functioning organisms. In this example, the teacher can use survey monkey to ask questions aboutthe human digestive system. The teacher must first make the survey orcould find an appropriate survey that has already been made. The surveywould be presented to the students after the information has been learnt, sothat the students can test their knowledge and hopefully correctmisconceptions. 3. http://www.surveymonkey.com/s/2XPTWH5 4. #2 Letterpop Letterpop is an online program that allows you to create and sharenewsletters. Students can create a newsletter and design it however they choose. Thecontent of the newsletter should relate to content from the syllabus.Students creative sides will become engaged as they have the freedom todesign the newsletter as they would like. Outcome 4.9: A student describes the dynamic structure of Earth and itsrelationship to other parts of our solar system and the universe. Content 4.9.2: components of the universe. a) describe some majorfeatures of the universe, including galaxies, stars, nebulae and solar systemsb) use appropriate scales to describe differences in sizes of, and distancesbetween, structures making up the universe. This web 2.0 tool could be used as a major assignment for the students. Thestudents task is to create a newsletter using Letterpop, to create a futuristictravel guide to another planet. The travel guide must contain informationinvolving galaxies, stars, nebulae, solar systems, sizes and scales involvingdifferences between their planet, earth, the sun and other structures. 5. http://letterpop.com/ 6. #3 Mindmeister Mindmeister allows you to create an online mind map with text, video andimages. Mindmeister allows students to visually see information and links betweeninformation. Many students, in particular visual learning students willinstantly engage with mind maps as they are a visual representation ofcontent. Outcome 5.7: A student relates properties of elements, compounds andmixtures to scientific models, theories and laws. Content 5.7.3: Compounds and Reactions b) classify compounds intogroups based on common chemical characteristics. A first hand experiment would engage students well with this content point.Students will have the compounds in hand and be able classify them intogroups. Mindmeister will be used as the write-up for the results. Majorgroupings can be used as headings and links between compounds can showsimilarities and differences. The students can then compare their mind mapwith their neighbours and the results can be shared across the classroom(think-pair-share cooperative learning). 7. http://www.mindmeister.com/ 8. #4 Picasa Picasa allows people to upload, edit and share photos on the internet. Students can take photos of their projects or taking photos can be a task forthe students. Taking photos to share with their classmates willengage, encourage and motivate the students. Outcome 4.9: A student describes the dynamic structure of Earth and itsrelationship to other parts of our solar system and the universe. Content 4.9.5: the hydrosphere b) describe the effect of the forces of thesun and moon on the hydrosphere. (Many different tasks could be done with Picasa, this one would only bedone on a coastal school). The students are asked to take a photo of theshoreline at the beach (or equivalent) everyday at the same time for amonth. At the time of the picture taken the student must also record thecurrent moon phase. The images are to be uploaded on to Picasa with themoon phase at that time. Once the month is finished the students can reporton the relationship between the moon and the tide level. Then the teachercan expand on gravity and other forces, to explain why they observed whatthey did. 9. http://picasa.google.com.au/intl/en/ 10. #5 Dvolver Dvolver is an online animation movie-making program. Students having the freedom to make their own animations will engagethem. Keeping them on task, is more the challenge with Dvolver. The use ofa deadline and presentation date should engage the students but then alsokeep them on task. Outcome 5.8: A student relates the structure and function of living thingsto models, theories and laws. Content 5.8.3: the theory of evolution and natural selection b) relatenatural selection to the theory of evolution. The students can individually create an animation that explains and gives anexample of natural selection, (e.g. moths: black and white animation). Thestudents can present their animation to the class and then further verballyexplain the natural selection that took place in their animation and how itlinks to the theory of evolution. 11. www.dvolver.com 12. #6 Wikispaces Wikispaces allows you to create an online wiki, that students can edit. Students can add information to a wiki so that the whole class can see whattheyve done. Students can share one anothers information and this cangive students self motivation to try their best, this can engage the students. Outcome 5.8: A student relates the structure and function of living thingsto models, theories and laws. Content 5.8.3: the theory of evolution and natural selection a) discussevidence that present-day organisms have evolved from organisms in thedistant past. Students are put into groups. The student groups will be given theassignment of adding different content to the wiki (jigsaw cooperativelearning). The content will be finding evidence from previous organismsthat link to present-day organisms. Each group will write a summary of twoorganisms and how they are linked via evolution. Each group can chooseany organism, but must write their own work. 13. http://www.wikispaces.com/ 14. #7 Google Docs Google Docs is a tool that allows students to create a text document online.People who have been Invited can edit the document. Students can work in collaboration to create a text document. This could beused to give out a research assignment in groups and allow the students towork in groups or with a partner. Google docs allows students to workcollaboratively even when they are not with each other. Group work canoften motivate and engage students. Outcome 5.6: A student applies models, theories and laws to situationsinvolving energy, force and motion. Content 5.6.2: d) analyse qualitatively common situations involvingmotion in terms of Newtons Laws. Student are split up into pairs and are asked to write a report together, withthe use of Google docs. The report is to explain Newtons three laws and togive everyday examples of these laws. The doc must contain pictures andshould be of three pages length. 15. https://docs.google.com 16. #8 Blogger Blogger is a tool that allows you to create and maintain a blog. Blogger allows the teacher to create a blog which they can control, includingstudents posts. Blogs allow students to share what they would like. It alsoallows students to view one anothers work. This gives students motivationto engage. Outcome 5.6: A student applies models, theories and laws to situationsinvolving energy, force and motion. Content 5.6.3: d) compare the characteristics and applications of seriesand parallel circuits. The teacher creates a blog entitled interesting parallel or series circuits.Each student must make one blog post of a common electrical item thatworks from a parallel or a series circuit. The student must post an image ofthe electrical item and explain why it is in parallel or series formation, notthe other way around. 17. http://www.blogger.com/ 18. #9 Prezi Prezi is an online presentation tool. Prezi allows the students to create their own presentation, which they canpresent to the class or the teacher. This can engage the students as, the workwhich they are doing is going to be presented to others. Outcome 4.8: A student describes features of living things. Content 4.8.2: Classification a) classify living things according tostructural features and identify that they have patterns of similarities anddifferences Each student is given a selected animal by the teacher, to research. Thestudents must research and present their information in a Prezi. Thepresentation must include; an image of the animal, structural features of theanimal and the grouping (e.g. mammal) of the animal. The student mustalso explain why it has been placed in that group. Then each student willpresent their Prezi back to the class. The class can then also discusssimilarities and differences between animals and their groupings. 19. http://prezi.com/ 20. #10 Dabbleboard Dabbleboard is an online whiteboard. Dabbleboard effectively allows students to each have their own whiteboard.Students can draw, write, link with arrows and do whatever they feel like todisplay their information. This freedom can engage students in their creativeside, to display information. Outcome 5.8: A student relates the structure and function of living thingsto models, theories and laws. Content 5.8.1: Cell theory b) identify the role of cell division ingrowth, repair and reproduction in multicellular organisms. Students will be split up into three major groups (or six or nine, dependingon number of students). Each group is to cover either: growth, repair orreproduction. Each group will conduct research and display their findingson Dabbleboard, in regards to the role of cell division in growth repair andreproduct

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