CAS_ICT: Using ICT tools for teaching Sciences

ICT for Chemistry and Physics Grade 9th

  • To teach Chemistry and Physics we use Moodle as our LMS. With Moodle we went beyond a repository and we set up many and different learning activities as for example:
    • A choice activity to choose an independent variable for a scientific project
    • One assignment to submit final reports about pendulum experiments performed in groups. That assignment was linked to a rubric that was used for grading their works.
    • Two main forums:
      • One used as a Digital Notebook where students:
        • Reflect on their own performance after each exam
        • Wrote hypothesis about:
          • heating and cooling curves of water
          • Solubility of substances in different solvents
      • Another used as a QA forum where students posted their questions, comments about each topic. Valuable contributions to that QA forum were rewarded with extra points
    • We tweaked the Glossary activity in Moodle to collect and share charts from a heating curve of water experiment. Students could create the chart using a software tool as for example and spreadsheet or manually but for submitting they had to convert it into a digital graphical file (png, jpg or svg).
    • 11 Moodle Lessons throughout which they explored different topics at their own pace at home.
    • We did 6 summative quizzes and 3 as extra practise for formative assessment
    • We used the Moodle Workshop activity to collect student’s reports about an experiment with colas drinks in bad conditions that they carried out in a Java Virtual Lab. After collecting all submissions we started a peer review activity where each work submitted was assessed by five different reviewers using a predefined rubric.
  • We used a Java Virtual Lab to find out cola drink samples which were in bad conditions
  • All groups who did a 3D periodic table of elements had to record a short video to show/present their work. They had to upload these videos to their personal accounts in YouTube and share them with me.
  • Another requirement in the 3D periodic table of elements project was to use Twitter to tweet about the project, components, a picture and a link to their video in YouTube. To allow me to collect all tweets they had to use a predefined hashtag  #TP3D
  • For collaborative work we used Google Drive Tools and YouTube.
  • We used an ePortfolio for Science where students collected, stored and reflected on their own learning.

Biology and Geology Grade 9th

    • To teach Biology and Geology we also use Moodle as our LMS. With Moodle we went beyond a repository and we set up many and different learning activities as for example:
      • A choice activity to let student to decide if they preferred to prepare a topic and take a summative quiz or to create a digital poster and present it.
      • We used two Moodle assignments, o their Science ePortfolio at the end of the course. Both assignments were linked to a predefined rubric that was used for marking
      • Two main forums:
        • One used as a Digital Notebook where students:
          • Reflect on their own performance after each exam
          • Did an activity about Body Mass Index and Basal Metabolic rates
          • Share their annotations about a video-lesson
        • Another used as a QA forum where students posted their questions, comments about each topic. Valuable contributions to that QA forum were rewarded with extra points
      • We tweaked the Glossary activity in Moodle to collect and share charts from a heating curve of water experiment. Students could create the chart using a software tool as for example and spreadsheet or manually but for submitting they had to convert it into a digital graphical file (png, jpg or svg).
      • 1 Moodle Lessons throughout which they explored a Cell Structure topic at their own pace at home.
      • 3 SCORM activities about different topics
      • We did 6 summative quizzes and 3 as extra practise for formative assessment
      • We used the Moodle Workshop activity to collect student’s reports about an experiment with colas drinks in bad conditions that they carried out in a Java Virtual Lab. After collecting all submissions we started a peer review activity where each work submitted was assessed by five different reviewers using a predefined rubric.
  • We gamified
  • Present a given body system through a Digital poster using webtools like Gdrive draw, Prezi, ..

Examples made with Glogster: (To see original posters click on links below)

Original URL: http://edu.glogengine.com/view/P0kzx6Oot2cbJiUKnJvg:6juc1p50pp85598707jknkf

Original URL: http://edu.glogengine.com/view/X3w1uFcv4dmIee1qMzDq:6jubm8sth52naihesbb0hhs

A Youtube video where a brilliant student explains his own Glogster (Very cool!)

Examples made with Prezi, some of them in a Pecha Kucha Style (20 slides x 20 sec) including audio

  • Creating a personal e-portfolio post compiling all we’ve done in STEM subjects along the course. Digital evidences and a learning reflection about the course were also required.

Biology and Geology Grade 10th

  • Research about relevant scientist who provides useful knowledge for cells. Final products were:
    • A video: The first example shows a team of girls imitating Watson and Crick to present their findings about DNA. They are speaking in Galician language:
      Next example shows Robert Hooke, who coined the term ‘cell’, talking about his scientific contribution:
    • A poster
  • Presenting in Prezi and with audio a biome in 6:40 min (Pecha Kucha style)

Some examples with Prezi:

 

  • Creating a personal e-portfolio post compiling all we’ve done in STEM subjects along the course. Digital evidences and a learning reflection about their performance along the course were also required.

Digital evidences coming soon…

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