Curriculum+Workshop-+Activity+Design+Two+-+Science

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= Illuminating Scientific Understanding Using Screencasting = In this session, we will be learning about how to use screencasting as a means to understand what students understand about a scientific concept. We will begin by participating in a short lesson focused on using an illustration to describe blood flow and oxygenation of blood in the human heart which incorporates the technology of screencasting. After reflecting on the lesson through the lens of TPACK, you will create own activity based upon the TPACK model.

Session Objectives:

 * To investigate how screencasting can be used in the classroom to illuminate student understanding.
 * To explore how one might leverage screencasting for other purposes (flipped classroom)
 * To collaboratively develop a rich resource of teacher developed activities around screencasting.

@Standards Targeted for Curriculum Workshop 2 (NETS and State)
= I. Show One (25 min) =

(5 min.) A. First, what prior knowledge do you have about screencasting? Let's share. media type="custom" key="19301334"

(5 min.) B. Next, observe this student made screencast regarding how molecules are formed (ionic vs. covalent).

media type="custom" key="19301430"

Next, we will take a look at a teacher examples:

media type="custom" key="19301442"

(10 min) C. Next, we will begin our lesson on illuminating student understanding using screencasting.

1. First watch as your instructor demonstrates the flow of blood through the human heart and describes oxygenation of the blood flow. See the following image for the terminology that will be used:

Credits: @http://www.pbs.org/wgbh/nova/body/map-human-heart.html

media type="custom" key="19301708" Next, you will launch screencast-o- matic and create an interactive video (screencast) describing blood flow through the heart. This can also be done live with simple video or a whiteboard. Please use the following image to demonstrate blood flow through the human heart.

- Make sure to use the correct anatomical terms. - Carefully consider whether the blood is oxygenated or unoxygenated throughout the process. - Be very systematic in your explanation. - See the rubric below.

Heart Image for Screencasting:

After you create your screencast, you should upload it to YouTube or download it to your computer (the instructor could now collect the videos from all students).

Rubric for Assessing the Screencast: = =

= II. Teach One (20 min) =

A. First go to Screencast-o-Matic B.



C. Need more instruction: media type="custom" key="19301792"

D. Note that you do need to have Java 1.5 or later! E. Screencasting Options

= III. Reflection (5 min) =

Let's use TodaysMeet to discuss how this lesson reflects TPACK.



@http://todaysmeet.com/SCW1

= IV. Do One (35 min) =

Now you will create an activity of your own. To do so, develop your activity in a document based upon the template below and then add it to the Discussion Board.

1. Create a science/health/or other science activity that incorporates an interactive applet and perhaps primary pad. 2. Create a discussion post with the title of your activity as subject line. Paste your activity in the body of the discussion post. 3. Peer review each others activities by leaving comments. include component="comments" page="space.template.Integration" limit="20"

= IV. Debrief =

We will have a scribe take notes on our debrief on this wiki!