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| Group type: | Public |
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| Started on: | 2008-05-14 |
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| Category: | Video |
| Bookmarks: | 56 |
| Discussions: | 1 |
| Members: | 3 |
| Visits: | 68 |
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We're exploring promising practices for integrating video in science learning and teaching.
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| Topic | Author | Posts / Visits | Last Post |
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| Literature Review for ELive TV no_tag | Cris Crissman | 1 / 2 | Cris Crissman on 05-14-2008 |
Group Bookmarks View All Bookmarks»Learning Lessons from Estuaries By: Christine Schnittka $0.00 - Member Price $0.99 - Nonmember Price Details Type of Product: Journal Article Publication Title: The Science Teacher Publication Date: 1/1/2006 Pages: 5 Grade Level: High School * Description * Ideas For Use * Additional Info * Technical Description There is something that draws us all to the sea and especially to the fertile estuaries that nuzzle up to its shores. An estuary serves as both a nursery and a grave for sea creatures. This article describes annual trips to three islands in the Chesapeake Bay and the long-term impact these trips have had on students. Although the activities described in this article are centered around the Bay, this example of an immersive field experience could be duplicated in other ecosystems around the country (see "On the web" at the end of this article for information on planning an estuary field trip). Ideas For Use Through this field experience, students learned how to be scientists through questioning, exploring, valuing, and appreciating the wonders of the natural world. In addition, this type of project lends itself to several extension activities. All of the organizations and projects described in this article can be further explored through "On the web." Additional Info Science Discipline: (mouse over for full classification) Food web Populations Asking questions Collecting data Interpreting data Observing Scientific habits of mind Humans and the environment Biodiversity Intended User Role: Curriculum Supervisor, High-School Educator, Teacher Educational Issues: Assessment of students, Classroom management, Community involvement, Curriculum, Educational research, Informal education, Inquiry learning, Instructional materials, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 228 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 13 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 13 correlations with the National Standards. [HIDE CORRELATIONS] * Life Science o Populations and ecosystems + All populations living together and the physical factors with which they interact compose an ecosystem. + Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. + Biotic parts of an ecosystem include animals, plants, and microorganisms. + The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. o Interdependence of organisms + Estuaries are among the richest ecosystems on Earth. (9-12) + Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. (9-12) * Science as Inquiry o Abilities necessary to do scientific inquiry + Ask a question about objects, organisms, and events in the environment. + Use appropriate tools and techniques to gather, analyze, and interpret data. + Think critically and logically to make the relationships between evidence and explanations. o Understandings about scientific inquiry + Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. * Teaching Standards o Teachers of science plan an inquiry-based science program for their students. + Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. o Teachers provide students with the time, space, and resources needed to learn science. + Create a setting for student work that is flexible and supportive of science inquiry. + Identify and use resources outside the school.
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