Science

**__ Curriculum standards 3rd, 4th and 5th Grades: __**
__Ohio Revised Academic Content Standards for Science – June 2010__

Grade Three Standards addressed using Online Science Websites Earth Systems 3. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather.

Grade Four Standards addressed using Online Science Websites Earth Systems 1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure.

Grade Five Standards addressed using Online Science Websites Earth Systems 1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure.

//Source:// Ohio Revised Academic Content Standards for Science //–// (2010 ), //http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1705&Content=100394//

//**__ Internet Interactive Science Websites to be used __**//

BBC Science [] These Science Clips are aimed at children aged 5-11 years. For each of the 36 units, there is an interactive experiment and quiz. Each unit also has an associated set of teacher resources, which can be found by clicking on the appropriate age group link above.

How Stuff Works [] Students find out how things work in the areas of computers, autos, electronics, science, home, entertainment, health, money, travel, and people.

Monster Bugs [|http://www.scholastic.com/magicschoolbus/games/bugs/index.htm] Students will have fun making their own virtual bug at the Monster Bugs section of The Magic Schoolbus website. Students select from various wings, legs, and heads to create a virtual bug found in nature or they can put together parts from different bugs to create a fantasy creature.

3rd, 4th and 5th Grade: Science-“Ohio’s revised academic content standards for science serve as a basis for what all students should know and be able to do in order to become scientifically literate citizens equipped with knowledge and skills for the 21st century workforce and higher education. The vision of the science standards is to provide Ohio educators with content statements along with content elaborations and learning expectations upon which to base science curriculum.
 * __Curriculum standard:__**


 * __Supporting research for using online learning website for science:__**

1. [|Alvermann, Donna E.] ; [|Rezak, Achariya T.] ; [|Mallozzi, Christine A.] ; [|Boatright, Michael D.] ; [|Jackson, David F.] (2011), [|Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction], Teachers College Record “One of several challenges to fusing reading and science instruction through the use of reflective practice arises from recent claims that it is questionable whether anyone can make pre-service teachers into reflective practitioners. Implications derived from the study's findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline's content. Most importantly, the implications point to the need to reexamine the assumption that prospective teachers are without sufficient resources for reflecting on their own experiences and interactions in situations that call for fusing skills-based reading instruction with concept-based science instruction.”

2. [|Wicks, Matthew] (2010), [|A National Primer on K-12 Online Learning. Version 2], International Association for K-12 Online Learning “The fact that online learning has been successful for many schools across the country does not mean that it has been free of challenges. This report aims to help fill the gaps, to be a resource for anyone who is new to online learning and wishes to quickly gain a broad understanding of the academics, operations, policies, and other key issues in online education.”

3. [|O'Connor, Eileen A.] (2011), [|The Effect on Learning, Communication, and Assessment when Student-Created Youtubes of Microteaching Were Used in an Online Teacher-Education Course], Journal of Educational Technology Systems “This pilot study within an online teacher-education course required pre-service teachers to develop self-videotaped microteaching lessons which were posted in a private YouTube. New methods for modeling, supporting and assessing students in such areas will be needed. However, the value of instruction that is better aligned with the desired outcome argues the value of investing in supporting, integrating, and designing assessments for these rapidly-expanding technology-and-communications tools.”

4. [|Missett, Tracy C.] ; [|Reed, Christine B.] ; [|Scot, Tammy P.] ; [|Callahan, Carolyn M.] ; [|Slade, Mary] (2010), [|Describing Learning in An Advanced Online Case-Based Course in Environmental Science], Journal of Advanced Academics “Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. Findings further support the conclusion that the course provided a viable learning alternative to traditional AP environmental science courses for many, but not all, students.”


 * __Tried & True or New & Innovative:__**

This online interactive activity now falls in the “Tried & True” category. Parents and teachers are now utilizing web based student interactive tutorials for the drill, practice and reinforcement of the Science facts needed at the different grade levels in the secondary schools.

= = =**TABLE FORMAT STYLE**=

BBC Science
 * __Table format:__**
 * **Content area** || **Curriculum**
 * Standard(s)** || **Technology** || **Description** || **Supporting resource** || **Tried & True (TT)** ||
 * Science || 3rd, 4th and 5th Grade: Science-“Ohio’s revised academic content standards for science serve as a basis for what all students should know and be able to do in order to become scientifically literate citizens equipped with knowledge and skills for the 21st century workforce and higher education. The vision of the science standards is to provide Ohio educators with content statements along with content elaborations and learning expectations upon which to base science curriculum. || Internet:

How Stuff Works

Monster Bugs || [] These Science Clips are aimed at children aged 5-11 years. For each of the 36 units, there is an interactive experiment and quiz. Each unit also has an associated set of teacher resources, which can be found by clicking on the appropriate age group link above.

[] Students find out how things work in the areas of computers, autos, electronics, science, home, entertainment, health, money, travel, and people.

[|http://www.scholastic.com/magicschoolbus/games/bugs/index.htm] Students will have fun making their own virtual bug at the Monster Bugs section of The Magic Schoolbus website. Students select from various wings, legs, and heads to create a virtual bug found in nature or they can put together parts from different bugs to create a fantasy creature. || [|Wicks, Matthew] (2010), [|A National Primer on K-12 Online Learning. Version 2], International Association for K-12 Online Learning “The fact that online learning has been successful for many schools across the country does not mean that it has been free of challenges. || This online interactive activity now falls in the “Tried & True” category. Parents and teachers are now utilizing web based student interactive tutorials for the drill, practice and reinforcement of the Science facts needed at the different grade levels in the secondary schools. ||

The technologies used for the Science portion of our school’s Technology Day is directed to assist and expose our teachers, students and parents to the online resources that are readily available on the Internet. Many of these learning resources are provide as a free or at a low cost service. The science online resources are often geared towards providing science facts reinforcement exercises for the student. These types of online learning website are the cutting edge for providing 21st Century learning skills to the students to assist in their Self Assessment Strategies.
 * __Summary Statement:__**


 * __Reference:__**

The Challenge of Transforming Science Education in the United States (2009) []

ORC Chapter 3301: Department of Education-3301.01 State Board of Education (2011), []

[|Alvermann, Donna E.] ; [|Rezak, Achariya T.] ; [|Mallozzi, Christine A.] ; [|Boatright, Michael D.] ; [|Jackson, David F.] (2011), [|Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction], Teachers College Record

[|Wicks, Matthew] (2010), [|A National Primer on K-12 Online Learning. Version 2], International Association for K-12 Online Learning

[|O'Connor, Eileen A.] (2011), [|The Effect on Learning, Communication, and Assessment when Student-Created Youtubes of Microteaching Were Used in an Online Teacher-Education Course], Journal of Educational Technology Systems

[|Missett, Tracy C.] ; [|Reed, Christine B.] ; [|Scot, Tammy P.] ; [|Callahan, Carolyn M.] ; [|Slade, Mary] (2010), [|Describing Learning in An Advanced Online Case-Based Course in Environmental Science], Journal of Advanced Academics