ETSC: Technology & the EALRs - Science
The student understands and uses scientific concepts and principals.
Using spreadsheets, databases and word processors, students will identify, describe and categorize substances, materials, object and living things. (Examples: use of Microsoft's Excel spreadsheet to record and sort data; use of FileMaker Pro to record, sort and filter data; use of word processors to record data and observations in journals)
Using simulation, graphics and concept-mapping software, as well as reference materials on CD-ROM and the Internet, students will recognize the components, structure, and organization of system and the interconnections within and among them. (Examples: use of interactive simulation software to learn content; use of electronic reference materials on CD and Internet to research and construct new information; use of graphics and concept-mapping software for visualization of organization and interconnectedness of systems)
Using simulation and graphics software, as well as reference materials on CD-ROM and the Internet, students will understand that interactions within and among systems cause changes in matter and energy. (Examples: use of interactive simulation software to learn content; use of electronic reference materials on CD and Internet to research and construct new information; use of graphics and concept-mapping software for presentation of new knowledge)
Using special equipment that connects to a computer, students will understand that interactions within and among systems cause changes in matter and energy. (Example: use of interactive Vernier probeware to change variables and record results)
Using special equipment that connects to a computer, students will construct and use models to predict, test, and understand scientific phenomena. (Examples: use of interactive Vernier probeware to construct, change, compare and contrast results when variables are changed; use of Lego Dacta materials to construct and evaluate models)
The student conducts scientific investigations to expand understanding of the natural world.
Using word processors, databases and spreadsheets, students will plan and implement scientific investigations. (Examples: use of word processor to plan investigation and record observations in journal; use of spreadsheets and databases to record, sort and filter data; use of charts and graphs to question, analyze and formulate scientific explanations regarding the results)
Using microscopes that are interfaced with computers and video monitors, students will plan and implement scientific investigations. (Example: the use of a microscope connected to a video monitor by a group of students who are conducting an experiment with microscopic materials)
Using word processors, databases, spreadsheets, computerized simulations and graphics software, students will think logically, analytically and creatively. (Examples: use of simulation software to learn new content; use of spreadsheets and databases to record, sort and filter data; use of charts, graphs and self-drawn images present new knowledge, use of word processors to report findings)
The student applies science knowledge and skills to solve problems or meet challenges.
Using word processors, databases, spreadsheets, and reference material on CD-ROM and the Internet, students will research, design, and test a variety of ways to address problems and/or challenges. (Examples: use of electronic encyclopedias on CD and databases on the Internet for researching the topic; use of databases and spreadsheets to record results when testing new solutions; use of word processors for reporting)
The student uses effective communication skills and tools to build and demonstrate understanding of science.
Using multimedia and video-conferencing technologies, students will use listening, observing, and reading skills to obtain science information. (Examples: viewing video tapes, laserdisks and CD's to learn content; use of video-conferencing to interact, question, clarify and paraphrase information presented by an expert)
Using writing, publishing and multimedia software, students will use writing and speaking skills to organize and express science ideas. (Examples: use of word processor to write explanations; use of crossword creator software to reinforce everyday science terms; use of publishing software for reporting data; use of digital cameras, scanners and video to effectively support explanations with visual images)
Using science software, word processors, publishing and graphics programs, multimedia, and telecommunications, students will use effective communicate strategies and tools to prepare and present science information. (Examples: use of science software and video sources to demonstrate a concept to an audience; use of desktop publishing software to publish a quality report; use of digital cameras and scanners to support presentation with visual aids; use of Internet e-mail, WWW and interactive video-conferencing to present scientific information to remote audiences)
The student understands how scientific knowledge and skills are connected to other subject areas and real-life situations.
Using spreadsheets, databases, word processors and concept-mapping software, students will use mathematics to enhance scientific understanding. (Examples: use of spreadsheets to collect and organize numerical data from a scientific investigation, and for estimations and predictions; use graphing features of spreadsheets to design charts that explain situations; use word-processors to create tables of data; use Inspiration to describe relationships with symbols)
Using CD-ROM and the Internet, students will understand the relationship between science and technology, and between science and history. (Examples: the use of electronic encyclopedias on CD-ROM to research scientific explorations and discoveries; the use of the Internet to research and explain the impact of science and technology on the last 500 years)