Let's get down to business (to defeat the Huns).
Sorry, not Disney- ecology.
It's lesson plan time in one of my graduate class and I chose a facet within our integrated Neighborhood Research project. The project centers around students collecting secondary and then primary research data and stories on a chosen social or environmental issue in Grand Rapids related to fall out from the Industrial Revolution. Within the project we built a series of ecology content/skills modules and this lesson fits into the module concerned with food webs and energy pyramids and trophic levels.
Here is the current draft and the summary:
Students will compile chosen Michigan plant and animal species from the Habitats exhibit at the museum into a digital food web/energy pyramid using Coggle.
And here is a quick reflection on the draft plan in light of Hobbs (2011) digital competencies.
Access: Working at the museum is an incredible opportunity to access physical artifacts, exhibits, and enhance digital research. I am excited about going to the Habitats exhibits as students select (like a sports draft) their Michigan species. I think this tangible connection makes the digital research on advantageous traits and behaviors and trophic levels more relevant to students.
Analyze: I don't have a CRAAP test or similar currently planned for students. I'm not sure I want to focus deeply on that skill in this phase.
Create: I think that Coggle might be a possible digital venue for our class to make a food web. I need to trial it out a bit more before landing on it.
Act: Ultimately our digital product is not a very authentic one, however the principles of interdependence and ecological cycles should flow into the broader integrated research project.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand Oaks, CA: Corwin/Sage.
Sorry, not Disney- ecology.
It's lesson plan time in one of my graduate class and I chose a facet within our integrated Neighborhood Research project. The project centers around students collecting secondary and then primary research data and stories on a chosen social or environmental issue in Grand Rapids related to fall out from the Industrial Revolution. Within the project we built a series of ecology content/skills modules and this lesson fits into the module concerned with food webs and energy pyramids and trophic levels.
Here is the current draft and the summary:
Students will compile chosen Michigan plant and animal species from the Habitats exhibit at the museum into a digital food web/energy pyramid using Coggle.
Access: Working at the museum is an incredible opportunity to access physical artifacts, exhibits, and enhance digital research. I am excited about going to the Habitats exhibits as students select (like a sports draft) their Michigan species. I think this tangible connection makes the digital research on advantageous traits and behaviors and trophic levels more relevant to students.
Analyze: I don't have a CRAAP test or similar currently planned for students. I'm not sure I want to focus deeply on that skill in this phase.
Create: I think that Coggle might be a possible digital venue for our class to make a food web. I need to trial it out a bit more before landing on it.
Act: Ultimately our digital product is not a very authentic one, however the principles of interdependence and ecological cycles should flow into the broader integrated research project.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand Oaks, CA: Corwin/Sage.
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