Tournament 1 registrations are due on FRIDAY, SEPTEMBER 24th.
You must register a judge (with contact information!!!) in order to register your team
Cost is $30 per team. Cheques payable to USDS
Tuesday, September 21, 2010
Thursday, March 11, 2010
Hurray
After further procrastination, I have discovered that all one has to do to view my amazing concept map, in its true form, is to simply click on it. Brilliant.
So, I have been on a roll lately of not using my time wisely. Instead of working I have chosen activities such as; Rock Band, Mario Bro's 1 thru 3, and exploring the gimmicks of Microsoft word. To make this worse, my latest effort to procrastinate turned out to be even less efficient than I had predicted. As you see below, my master piece of a concept web is hardly legible. I will now attempt to clarify the contents of the concept web so my readers will be able to fully appreciate the inherent beauty of this work.
Water systems
Environmental Impacts
Threats of human practice or technology
Wildlife
Ecosystems
Resource
Transportation
Food
Habitat
People
Societal implications
Economic implications
First Nations and Métis people of Saskatchewan
Water systems
Environmental Impacts
Threats of human practice or technology
Wildlife
Ecosystems
Resource
Transportation
Food
Habitat
People
Societal implications
Economic implications
First Nations and Métis people of Saskatchewan
Sunday, March 7, 2010
Webquest
So... my daughter had a friend over and they needed a drummer for their Rock Band band. I kind of got distracted and then had to work both Saturday and Sunday and that is why I have yet to make a post. Luckily I am at work now and free from distractions so I can work on my homework, but don't tell my boss :) and so here is my webquest proposal.
· A description of the target learner including the entry level skills and knowledge they need to begin this webquest.
The target learners for this web quest will be Gr. 8 science students. Students must understand how to log into a operating system open a web browser and navigate a web browser to a specific website and within a website.
· A specific reference to the appropriate Saskatchewan Education Curriculum Guide. Give the http address, (eg. http://www.sasked.gov.sk.ca/docs/grade6.html), subject (eg. Social Studies) and topic(s)/themes/concepts selected from the curriculum guide (eg. Interdependence - Links between humans and the environment).
https://www.edonline.sk.ca/webapps/curr-english-bb_bb60/index.jsp?view=441&XML=science8.xml
Science – Water Systems on Earth
A. Construct visual representations of the world distribution of water, and the distribution of water in Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline lakes, and riparian areas.
B. Compare physical characteristics of surface water features, such as lakes, rivers, streams, wetlands, and riparian areas.
C. Examine the significance of water to First Nations and Métis people of Saskatchewan, including water as an essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing.
D. Apply the concept of systems as a tool for interpreting the structure and interactions of water systems by constructing representations of systems such as the water cycle, watersheds, and continental drainage basins and showing interrelationships between parts of the system.
E. Construct a written, visual, or dramatic representation of the water cycle, including showing or explaining how a single particle of water can travel through the cycle over extended periods of time.
F. Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan (e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over-application of fertilizers, agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water features, and damming of rivers).
G. Research a specific human practice or technology that may pose a threat to surface and/or groundwater systems in Saskatchewan and explain how different groups in society (e.g., landowner, consumer, business owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires in relation to the practice or technology and how those decisions or actions of different stakeholders may or may not be addressed by scientific or technological knowledge.
H. Evaluate individual and group processes used in planning, problem solving, decision making, and completing a task related to studying threats to water systems, such as accepting various roles in a group, sharing responsibility for carrying out decisions, and seeking consensus before making decisions.
· A statement of the higher-order thinking skills (analysis, synethesis or evaluation) question for your students to answer.
Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems.(May alter this question into more student friendly language)
· A brief statement (rationale) of why the topic you have selected is important to your students.
Fresh water supplies are quickly diminishing on a global scale. It is important for students to understand why this is occuring, how it can be prevented and the implications of a low fresh water supply on our province and its people.
· A brief outline or teaching activities you intend to use with your students.
I would utilize video's, articles, both internally, on the website, and externally, from other websites.. From the webquest students will gather information to write an essay, to do this I will provide them with a structural guideline for the students to complete. I would also be interested in setting up an online discussion board if possible.
· A brief summary of the resources (human, computer, and software) you will need to implement your plan.
1 media cart (computer with a projector), 1 Computer per student(if this is not possible students could pair up), Internet connection with a high bandwidth, an internet browser, media player software(audio and video) installed on each computer.
· A sample of internet sites you found that can be used by your students to complete their webquest. Use a minimum of three different search tools to find this information. (Eg. Yahoo, Lycos, AltaVista etc.) Include the URL's and a brief annotation of what will be found at that site.
http://www.waterfortomorrow.ca/en/ (Yahoo)
This site describes how water is used in the world around us and even provides a quiz where students can calculate their water footprints.
http://www.edu.pe.ca/gulfshore/watercyc/water.htm (Bing)
This is a site made by a grade 7/8 classroom. On the website are essays, written by gr 7/8 students, on the water cycle and can be used as guidlines and exemplars.
http://teacher.scholastic.com/activities/studyjams/water_cycle/ (Google)
This site provides definitions to common water cycle terms, a video describing the water cycle and a fun quiz to test our knowledge!
· A statement of how you intend to evaluate the product of the webquest.
I will have formative assessment by using exit passes at the end of classes to determine what the students have found relevant, how far along the have progressed in the quest as well as what they have learned. I will also ask students to write an essay. For the essay we will coconstruct a rubric based on the grade 8 curricular outcomes. The rubric will be used as a form of formative and summative assessment.
· A description of the target learner including the entry level skills and knowledge they need to begin this webquest.
The target learners for this web quest will be Gr. 8 science students. Students must understand how to log into a operating system open a web browser and navigate a web browser to a specific website and within a website.
· A specific reference to the appropriate Saskatchewan Education Curriculum Guide. Give the http address, (eg. http://www.sasked.gov.sk.ca/docs/grade6.html), subject (eg. Social Studies) and topic(s)/themes/concepts selected from the curriculum guide (eg. Interdependence - Links between humans and the environment).
https://www.edonline.sk.ca/webapps/curr-english-bb_bb60/index.jsp?view=441&XML=science8.xml
Science – Water Systems on Earth
A. Construct visual representations of the world distribution of water, and the distribution of water in Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline lakes, and riparian areas.
B. Compare physical characteristics of surface water features, such as lakes, rivers, streams, wetlands, and riparian areas.
C. Examine the significance of water to First Nations and Métis people of Saskatchewan, including water as an essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing.
D. Apply the concept of systems as a tool for interpreting the structure and interactions of water systems by constructing representations of systems such as the water cycle, watersheds, and continental drainage basins and showing interrelationships between parts of the system.
E. Construct a written, visual, or dramatic representation of the water cycle, including showing or explaining how a single particle of water can travel through the cycle over extended periods of time.
F. Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan (e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over-application of fertilizers, agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water features, and damming of rivers).
G. Research a specific human practice or technology that may pose a threat to surface and/or groundwater systems in Saskatchewan and explain how different groups in society (e.g., landowner, consumer, business owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires in relation to the practice or technology and how those decisions or actions of different stakeholders may or may not be addressed by scientific or technological knowledge.
H. Evaluate individual and group processes used in planning, problem solving, decision making, and completing a task related to studying threats to water systems, such as accepting various roles in a group, sharing responsibility for carrying out decisions, and seeking consensus before making decisions.
· A statement of the higher-order thinking skills (analysis, synethesis or evaluation) question for your students to answer.
Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems.(May alter this question into more student friendly language)
· A brief statement (rationale) of why the topic you have selected is important to your students.
Fresh water supplies are quickly diminishing on a global scale. It is important for students to understand why this is occuring, how it can be prevented and the implications of a low fresh water supply on our province and its people.
· A brief outline or teaching activities you intend to use with your students.
I would utilize video's, articles, both internally, on the website, and externally, from other websites.. From the webquest students will gather information to write an essay, to do this I will provide them with a structural guideline for the students to complete. I would also be interested in setting up an online discussion board if possible.
· A brief summary of the resources (human, computer, and software) you will need to implement your plan.
1 media cart (computer with a projector), 1 Computer per student(if this is not possible students could pair up), Internet connection with a high bandwidth, an internet browser, media player software(audio and video) installed on each computer.
· A sample of internet sites you found that can be used by your students to complete their webquest. Use a minimum of three different search tools to find this information. (Eg. Yahoo, Lycos, AltaVista etc.) Include the URL's and a brief annotation of what will be found at that site.
http://www.waterfortomorrow.ca/en/ (Yahoo)
This site describes how water is used in the world around us and even provides a quiz where students can calculate their water footprints.
http://www.edu.pe.ca/gulfshore/watercyc/water.htm (Bing)
This is a site made by a grade 7/8 classroom. On the website are essays, written by gr 7/8 students, on the water cycle and can be used as guidlines and exemplars.
http://teacher.scholastic.com/activities/studyjams/water_cycle/ (Google)
This site provides definitions to common water cycle terms, a video describing the water cycle and a fun quiz to test our knowledge!
· A statement of how you intend to evaluate the product of the webquest.
I will have formative assessment by using exit passes at the end of classes to determine what the students have found relevant, how far along the have progressed in the quest as well as what they have learned. I will also ask students to write an essay. For the essay we will coconstruct a rubric based on the grade 8 curricular outcomes. The rubric will be used as a form of formative and summative assessment.
Tuesday, February 9, 2010
Wikipedia Change
I looked up my home towns page, Outlook, SK. In the page it mentioned my old hockey team so I modified Outlook Ice Hawks into an external link to the leagues webpage. It should also be noted that I cannot be held accountable for the teams record found on this page as I retired from senior hockey last season.
This is the section I modified,
Outlook offers many activities of all kinds for tourists and locals alike. The Jim Kook Arena is home to many sports programs throughout the year, including the Outlook Minor Sports program, the Outlook Ice Hawks senior hockey team, and other sports tournaments throughout the year.
The wikipedia link is http://en.wikipedia.org/wiki/Outlook,_Saskatchewan
While you are there you should also check out the link to Canada's longest pedestrian bridge,
Thats right, the longest
This is the section I modified,
Outlook offers many activities of all kinds for tourists and locals alike. The Jim Kook Arena is home to many sports programs throughout the year, including the Outlook Minor Sports program, the Outlook Ice Hawks senior hockey team, and other sports tournaments throughout the year.
The wikipedia link is http://en.wikipedia.org/wiki/Outlook,_Saskatchewan
While you are there you should also check out the link to Canada's longest pedestrian bridge,
Thats right, the longest
Thursday, February 4, 2010
Knowledge: class discussions, documenting an educational experience (entry/ exit slip), journal.
Comprehension: could be used as an assessment tool (view comprehension levels of a topic and is easily monitored), can be used to provide direct feedback on lessons, teachers can adjust lessons based on inquiries brought forward in the students blogs.
Application: Can follow other teacher's blogs and learn from their experiences to help in your own professional development, problem solving can be achieved through discussions with other teachers, can find other resources through teacher's blogs to help in your professional development.
Analysis: Yes, Interaction allows for supportive learning as problems may be solved through discussion.
Synthesis: Blogging and programs like blogging take teachers towards facilitator role rather than dictator.
Evaluation: Outside users can access class blogs, less face to face interaction, students could get distracted with applications
-Derrick & Brad
Comprehension: could be used as an assessment tool (view comprehension levels of a topic and is easily monitored), can be used to provide direct feedback on lessons, teachers can adjust lessons based on inquiries brought forward in the students blogs.
Application: Can follow other teacher's blogs and learn from their experiences to help in your own professional development, problem solving can be achieved through discussions with other teachers, can find other resources through teacher's blogs to help in your professional development.
Analysis: Yes, Interaction allows for supportive learning as problems may be solved through discussion.
Synthesis: Blogging and programs like blogging take teachers towards facilitator role rather than dictator.
Evaluation: Outside users can access class blogs, less face to face interaction, students could get distracted with applications
-Derrick & Brad
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