NetNews Usenet Archive 1992 #31/NN_1992_31.iso/spool/k12/ed/science/1768

Internet Message Format | 1992-12-22 | 8.7 KB

Path: sparky!uunet!psgrain!puddle!p0.f14.n346.z1.fidonet.org!Burt.Lundak
From: [e-mail] (Burt Lundak)
Sender: [e-mail] (newsout1.26)
Newsgroups: k12.ed.science
Subject: Curriculum
Message-ID: <[e-mail]>
Date: Mon, 21 Dec 92 13:12:22 PDT
Organization: FidoNet node 1:346/14.0 - Room 5, Bonners Ferry ID
Lines: 166

>Quoting Edward Dunagin (226/540)
>* Original: FROM.....Edward Dunagin (226/540)
>* Forwarded by.......OPUS 346/14
>
>I am, like you, a node in K12Net. It seems that you are new to
>K12Net and I want to welcome you and add a bit<g>.
>
>We are a K12 orientated BBS in Columbus. We have been operational
>for alittle over 1 year as a Non-profit Ohio Corporation. (Just
>wanted to let you know a little about who is writing<g>)
>
>I, am I'm sure others are amazed at the professional and mature
>messages that are coming from you students, freshman to seniors.
>Someone is sure doing something RIGHT in your school. How about
>telling me a little about your school and how your are doing the
>RIGHT thing<g>. You might also indicate if this can be shared with
>others.
>Peace..............................Ed
*****************************************************************
Thank you for your positive comments about my student's E-Mail on
K12net. Below is a message I sent in reply to a request from a
teacher on Learning-Link BBS asking if anyone had success or
failure while implementing Performance Base activities. I hope it
helps explain why my students are so active on K12net. Ed Katz runs
a first class BBS for our school district that connects us to
K12net. You should realize that Idaho spends LESS on each student's
education than any other state in the nation. We are a small rural
school district in Idaho. Let me know if I can further explain or
provide additional information about my student's activities.

I use many high tech performance based projects as the primary
vehicle for learning in my biology II classes. After more than 20
years of teaching and serious reservations about performance based
ed. fitting into the public classroom, I have found it a successful
change. The change from paper activities to real world
demonstration is difficult at first for both students and teachers
because we are so comfortable following the traditional approach of
jumping through hoops. Often times the hoops are not
interdisciplinary, sequential, or applicable to the work place. The
system is so full of jumping through hoops that we have lost touch
with the higher thinking skills that produce creative learners. It
is time to pull our heads out of the industrial age and enter the
information age. The time has come to stop "paper training"
students. My students at first found the expectation of performance
to be unreasonable. I found that my students did not know how to
schedule, organize, be creative or recognize mastery. It was not
until I started using performance based projects that I realized
what a superficial job of education our traditional system fosters.
Now that you think I have tipped over the edge of reality, my
classes have continued to take written tests based on district
science curriculum objectives. We spend 90% of our time in projects
that are measured by demonstrated student performance in projects.
The following are some of the projects a student must demonstrate.

A genetics research project (live) that must explain the
inheritance of characteristics in several generations of fruit
flies

Telecommunicate and navigate our district BBS. This requires
uploading pre-typed messages using a word processor

Exchange five (15 line) science topic messages each quarter using
the Science Forum of the K12net Fidonet telecommunications system.
Five pre-typed science e-mail messages must be sent during the
second quarter. The messages must be posted in the K12net Science
Forum #19 by January 15th. Messages may be a reply to a current
topic or a new topic that solicits replies or the sharing of ideas
or data. Each message must be a minimum of 15 lines using half inch
margins, center on a science/biology topic, use proper spelling,
grammar and punctuation. Composition and content along with the
requirements mentioned above will be used to evaluate your
messages. Please turn in a print-out of your message as it appears
in the Science Forum. Messages are worth a maximum of 10 points
each. With prior approval additional messages may be completed for
extra credit.


Remain current with all messages on K12net Science Forum.

Transfer files from computer to computer

Use an mail reader program for telecommunications

Perform successful online searching for three major research
projects using Dialog Information Services. Boolean logic and
limiters are used to find meaningful articles. Data must be
captured to a file and printed for credit. Students will be
required to demonstrate an understanding of search techniques used
to locate and print selected articles from Dialog Information
Services using computer telecommunications. A five minute oral
report due Jan 12th will require 5 references from Dialog
Information Services. Individual students will be asked to
demonstrate search skills using Dialog Information Services during
the second quarter. The practicum will involve file selection,
search strategy, limiters, file capture and print formats. The
Dialog practicum is considered a 100 point test. Dialog will be a
required reference for the written paper during the fourth quarter.


Oral report on contemporary science topic using online electronic
research

Formal research paper (including online resources)

Complete a project using a camcorder or Cannon Xapshot camera

Record, mix and edit sound using a computer.

Video capture from still or motion video to computer

Work with a team to complete a short interactive computer
multimedia project that includes sound, text, still and/or motion
video on a current science topic

Complete a class interactive multimedia project that includes
sound, text, still and/or motion video on the ecology of the
Kootenai Wildlife Refuge

Dissection of a fetal pig demonstrating an understanding of both
structure and function. Evaluation - one on one practicum.

Students must complete three experiments using IBM PSL Computer
Probeware producing a written report with printed graph and data
tables. Each lab must use one or more probe(s) - temp.,
motion/distance, pH, radiometric, photometric. One PSL experiment
must be completed by each student during the second quarter by
January 15th. An experiment may be selected from one of the
Instructor Manuals. The PSL probeware experiment must be set up and
run by the student seeking credit. The laboratory report must
include Title, Purpose, Procedure, Results and Conclusion. A
computer print-out of the graph or graphs and table or tables is
required in the Results. Composition and content along with the
requirements mentioned above will be used to evaluate your PSL
Probeware report. The PSL Probeware Lab will have a maximum value
of 50 points. With prior approval additional PSL Probeware
laboratories may be completed for extra credit. One PSL Probeware
laboratory will be required for the third and fourth quarter. The
fourth quarter laboratory must be of your own design.

Teach another student or teacher how to use a CD-ROM drive. Skills
must include how to search in an electronic encyclopedia
******************************************************************
This represents the majority of performance skills the students
will be expected to perform this year in addition to the standard
tests that center on district science objectives. We have a text
for reference along with a traditional lab manual. The students had
very few computer skills when class started in Aug. After the
initial frustration caused by "change" and the requirements to
demonstrate mastery the students have shown considerable interest
in the program. Things that pop to my mind  are interest, sharing,
curiosity, pride, responsibility, self evaluation, individuality,
creativity, and understanding what it means to be an independent
learner. Not all is honey! It takes a lot of extra time and is much
more difficult to keep organized. The idea of change and failure
must be used for constructive purpose. Evaluating a performance
with letter grades can be more difficult than a black and white
tests. Your administrators may see the kids having fun and making
noise, leading them to the conclusion you are not doing your job.
Talking "at" students and having them read and take tests in a
quiet atmosphere will not prepare them for the modern work place.
These kids are "light" trained when we get them, not "paper
trained."

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