Science

Conceptual Knowledge Building Activity Types Demonstration || Students gain information from teachers, guest speakers, and peers; synchronous/ asynchronous, oral or multimedia || Presentation software – powerpoint, keynote, pulp motion, activinspire etc., video (Safari Montage, Discovery Education), moodle, voicethread.com || (lovelycharts, bubbl.us, http://www.lucidchart.com/) ||
 * Science Learning Activity Types **
 * __**Activity Type**__ || __**Brief Description**__ || __**Possible Technologies**__ ||
 * Read Text || Students extract information from textbooks, laboratories, etc.; both print based and digital formats || Web sites, electronic books, student read books on ipod, online databases (ex. ebsco) ||
 * View Presentation/
 * Take Notes || Students record information from lecture, presentation, group work || Word processor, wiki, web sites (wordsift, wordle) ||
 * View Images/Objects || Students examine both still and moving (video, animations) images/objects; print-based or digital format || Video, document camera, interactive whiteboard, digital microscope, digital camera, web sites ||
 * Discuss || Students engage in dialogue with one or more peers or the entire class; synchronous/asynchronous || Discussion board (moodle), interactive white board, online chat/brainstorming sites (wallwisher, bubbl.us, scribblar, edmodo) ||
 * Do a Simulation || Students interact with live or digital simulations that demonstrate science content || Curriculum software (gizmos, adaptive curriculum) web-based simulations, response systems (activ votes/activ expressions) ||
 * Explore a Topic/ Conduct background research || Students gather information/conduct background research using print- based and digital sources || Web search engines (wolfram alpha, tag galaxy, google squared, eol.org), online databases ||
 * Study || Students study terminology, classifications, test review, etc. || Web sites (quia, hot potatoes) quiz software (iquiz for ipods) wikis (moodle) ||
 * Have an Evocative Experience || Students observe phenomena that raises scientific questions from physical objects, organisms, or digital media || Video (safari montage, discovery education) digital microscope, document camera, software (gizmos, adaptive curriculum) ||
 * Distinguish Observations from Inferences || Students distinguish directly observed sensory input from inferences requiring background knowledge || Interactive whiteboard, document camera, video, audio recording ||
 * Develop Predictions, Hypotheses, Questions, Variables || Students develop, think about predictions & select pertinent hypotheses, testable questions, and variables || Word processor (word, pages, google docs, open office), Interactive White Board, Inspiration, wiki (moodle), web based sites (bubbl.us) ||
 * Select Procedures || Students choose relevant instruments and methods to test questions. || Probe ware, video, studio recorder, digital camera, digital timer, graphing calculator ||
 * Sequence Procedures || Students sequence the order of procedures to collect relevant data || Simulation, curriculum software, word processor (word, pages, google docs, open office) ||
 * Organize/Classify Data || Students describe relationships, understand cause – and – effect, prioritize evidence, determine possible sources of error/discrepancies, etc. || Spreadsheet (excel, numbers) web based graphic organizers
 * Analyze Data || Students describe relationships, understand cause-and-effect, prioritize evidence, determine possible sources of error/discrepancies, etc. || Spreadsheet, graphing calculator, ||
 * Compare Findings with Predictions/Hypotheses || Students evaluate their finding in light of their hypotheses || Spreadsheets, google docs ||
 * Make connections between Findings & Science Concepts/Knowledge || Students link their findings to concepts in the text/research publications || Web search engines ||

Procedural Knowledge Building Activity Types
 * **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Learn Procedures || Students learn how to safely and appropriately handle equipment || Video, document camera ||
 * Practice || Students practice using equipment, software, measuring, testing what they have designed, etc. || Web-based software (gizmos, adaptive curriculum), software tutorials, probe ware, document camera ||
 * Prepare/Clean Up || Students organize equipment or information for writing || Document camera, projector, interactive whiteboard ||
 * Generate Data || Students generate data (e.g. heart rate, cooling water temperatures) by manipulating equipment or animations || Software, graphing calculators, probe ware, digital balance, motion detector ||
 * Collect Data || Students collect data with physical objects or simulations || Graphing calculators, video, audio, digital cameras, digital microscopes, web-based data sheets ||
 * Compute || Students calculate results from data || Scientific calculator, spreadsheet ||
 * Observe || Students make observations from physical or digital experiences || Document camera, webcams, digital/video cameras, digital microscopes ||
 * Collect Samples || Students obtain samples/items to study (soil, bird songs, video footage) || Digital cameras, videos, audio recorder ||
 * Do Procedures || Students run trials or otherwise carry out steps to investigations (e.g. use electronic balance) || Simulation, curriculum software ||
 * Record Data || Students record observational and recorded data in tables, graphs, images, lab notes || Spreadsheet, word processor, database, motion detector ||

Knowledge Expression Activity Types
 * **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Answer questions || Students respond to teacher, peer, written, or digitally posed questions || Adaptive curriculum, gizmos, quia, TMSDS, websites, teacher created rooms in wallwisher, forums on moodle, blog on podcast server ||
 * Write a Report || Students write a laboratory or research report || Word processor, powerpoint, keynote, video, wiki, podcast ||
 * Do a presentation or demonstration || Students present or demonstrate laboratory or research findings, or other course learning (e.g. system of the human body) || Powerpoint, keynote, pulpmotion, istopmotion, flipcam video to imovie, podcast with garageband, dipity.com timeliner tool ||
 * Take a Quiz or Test || Students respond to questions on a test or quiz || Adaptive curriculum, TMSDS, Quia, Student Response system ||
 * Debate || Students discuss opposing viewpoints embedded in science content knowledge, linked to ethics, nature of science, personal preferences, politics, etc. || Web conferencing (DimDim, Today’s Meet are free online) Discussion board (wallwisher, scribblar are free online), student response system ||
 * Develop or Build a Model || Students physically or digitally create models to demonstrate content knowledge, conduct experiments, etc. (e.g. cell model, rubber band car) || Modeling software (blender is free online), drawing tools, Inspiration ||
 * Draw/Create Images || Students physically or digitally draw or create images (from labs, observations, etc.) || Drawing software (artrage, pencil is free online, activstudio), digital camera – image edit software (iphoto) ||
 * Concept Mapping || Students participate in or develop graphic organizers, semantic maps, etc || Inspiration, promethean board, drawing software (artrage, pencil is free online, activinspire) ||
 * Play a Game || Students participate in games; group or individual; digital or physical; original or pre-made || Curriculum software, student response systems, web-based games (quia, etc) ||
 * Develop a Game || Students develop a physical or digital interactive game || Word processor, video game developer software (stagecast creator or sandbox is free online). ||
 * Create/Perform || Students create and/or perform a script, rap, song, poem, collection, invention, exhibit, etc. || Video, audio recorder, digital camera, imovie, word processor, wiki, keynote, powerpoint, pulpmotion ||