Plant IT: Careers, Cases, and Collaborations Getting Started July12 th, 2010 Ethel Stanley BioQUEST...
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Transcript of Plant IT: Careers, Cases, and Collaborations Getting Started July12 th, 2010 Ethel Stanley BioQUEST...
Plant IT: Careers, Cases, and Collaborations
Getting Started July12th, 2010
Ethel Stanley BioQUEST Beloit College Toni Lafferty C.H. Yoe High School
The Plant IT Workshop invites participants to explore the potential of introducing plant science into their classroom.We will ask you to develop your own investigative cases and will provide the following experiences:
Introduction to contemporary plant biology in the context ofboth technology and careers by exploring cotton in the field,In the laboratory, and online.
Introduction to Investigative Case Based Learning and its roleIn contextualizing science through problem spaces and requirelearners to direct their own learning through:
• posing problems;• engaging in problem solving, and; • providing evidence for their conclusions through peer review.
Like practicing scientists, students work collaboratively during this process.
Introduction to cyberlearning through the use of online productivity tools and data analysis tools.
Productivity Tools
Sign up for a Google account• Work with Google docs to take and make a survey• Use Google spreadsheets and add a motion gadget
Use Word Press on the Plant IT blog to build your own blog page• Enter text, links, and images throughout the workshop and beyond• Upload and download files including documents, spreadsheets, images, sound files, etc.• Participate in an online community of Plant IT teachers
Create a Yodio account• Post images with audio from your own phone.
Download Google Earth:• Search map and satellite images for specific locations• Create a Google tour of locations
Data Analysis Tools
Gapminder• Work with Gapminder to explore global data• Explore Gapminder Agriculture
Use NCBI to:• Entrez: Search for protein and nucleic acid sequence information• Blastp and Blastn: Search for similar sequences and identify unknowns.
Download Image J to:• Count objects and export data• Measure objects and export data
So, what do we know about
cotton?
Pair/Share: Cotton boll
http://www.eeob.iastate.edu/faculty/WendelJ/fiberevolution.htm
Global Biodiversity Information Facility (GBIF)Data Sharing: Research on Cotton
http://data.gbif.org/welcome.htm
During the late medieval period, cotton became known as an imported fiber in northern Europe, without any knowledge of how it was derived, other than that it was a plant; noting its similarities to wool, people in the region could only imagine that cotton must be produced by plant-borne sheep.
John Mandeville, writing in 1350, stated as fact: "There grew there [India] a wonderful tree which bore tiny lambs on the endes of its branches. These branches were so pliable that they bent down to allow the lambs to feed when they are hungrie."
Why so much cotton in our lives?
• Cotton is entirely made up of cellulose. • It can also withstand high temperatures in water and tumble drying and remarkably can be bent as many as 50,000 times before breaking point.• It is soft and comfortable•.It absorbs perspiration quickly.• It has good colour retention.It is also strong and durable. • It is very versatile, stable chemically, resistant to alkalis.• It is of moderate cost.• It is sunlight resistant.• Handle is soft, cool to the touch. • Cotton has an incredible ability to absorb moisture up to 27 times its own weight in water
http://www.youtube.com/watch?v=9JjxpGpKNR4
http://www.hittrax.com.au/youtube.asp?ccode=HT4107&Dealer=1016&InetOrder=True
Cotton in song
Cotton in dance
http://www.bioquest.org/myplantIT-2010
Workshop website:
National Science Education Standards (NRC, 1996)
“Inquiry into authentic questions generated from student experiences
is the central strategy for teaching science.”
Plant IT: Careers, Cases and Collaborations
Root your classroom science investigations in real world activities and collaboration
Explore data, visualization tools, analysis tools and other resources for structured, yet open-ended investigations
Learn and share strategies for supporting and assessing student investigations
Access e-science resources to prepare your students with 21st Century skills
National Science Education Standards (NRC, 1996)
“Science often is a collaborative endeavor, and all science depends on
the ultimate sharing and debating of ideas.”
Plant IT: Careers, Cases and Collaborations
Develop case materials tailored for your classroom
Root your classroom science investigations in real world activities and collaboration
Develop case materials tailored for your classroom
Discover career connections to biology content
National Standards supporting inquiry (investigative case)s in the science classroom:http://www.nap.edu/openbook.php?record_id=4962&page=113 LESS EMPHASIS ON MORE EMPHASIS ON
Knowing scientific facts and information Understanding scientific concepts and developing abilities of inquiry
Studying subject matter disciplines (physical, life, earth sciences) for their own sake
Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science
Separating science knowledge and science process
Integrating all aspects of science content
Covering many science topics Studying a few fundamental science concepts
Implementing inquiry as a set of processes
Implementing inquiry as instructional strategies, abilities, and ideas to be learned
CHANGING EMPHASES TO PROMOTE INQUIRY
LESS EMPHASIS ON MORE EMPHASIS ON
Activities that demonstrate and verify science content
Activities that investigate and analyze science questions
Investigations confined to one class period
Investigations over extended periods of time
Process skills out of context Process skills in context
Emphasis on individual process skills such as observation or inference
Using multiple process skills—manipulation, cognitive, procedural
Getting an answer Using evidence and strategies for developing or revising an explanation
LESS EMPHASIS ON MORE EMPHASIS ON
Science as exploration and experiment Science as argument and explanation
Providing answers to questions about science content
Communicating science explanations
Individuals and groups of students analyzing and synthesizing data without defending a conclusion
Groups of students often analyzing and synthesizing data after defending conclusions
Doing few investigations in order to leave time to cover large amounts of content
Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content
Concluding inquiries with the result of the experiment
Applying the results of experiments to scientific arguments and explanations
Management of materials and equipment
Management of ideas and information
Private communication of student ideas and conclusions to teacher
Public communication of student ideas and work to classmates
Assessment of students' skills in identifying questions, resources, investigative methodologies and argumentation as well as their knowledge of the science concepts will be evidenced by:
As students develop and . . . understand more science concepts and processes, their explanations should become more sophisticated . . . frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty.
http://www.nap.edu/openbook.php?record_id=4962&page=117
http://bioquest.org/icbl/
Lana McNeil Northwest Campus College of Rural Alaska
ICBL Case Module