One key takeaway from reading Chapter 1 of Herring (2011) text is the impact of the web technology on the learning and teaching context. The importance of effective web use in order to improve teaching and learning in schools cannot be overemphasized. The students in my school are increasingly given performance tasks and project work where they are required to work collaboratively in groups to research and complete their assignments. They are expected to be independent learners who are able to construct their own learning with guided inquiry teaching pedagogies. Many students are seen in the library researching their assignments. Based on my observation, I wholeheartedly agree with Herring (2011) that we need to urgently guide our students to be critical web learners who are reflective and discerning.
Activity 1: Resources needed for Ecosystem project based on Bloom’s Taxonomy
|Activity: Use of Bloom’s Taxonomy
Resource recommendation for the topic of Ecosystems for grade 8 to 9 students
|Knowledge||What is an ecosystem?||Dictionary – print or online or basic textbook|
|Knowledge||Define an ecosystem and list the varieties that are found in South Australia.||1)A textbook for students in South Australia
2)A reference book on Biodiversity and Ecosystems of South Australia.
3) Online websites of research centres that provides information of ecosystem in S Australia.
|Comprehension||List the different parts of the ecosystem and explain what they do.||A textbook or a reference book on Ecosystems|
|Comprehension||Compare a marine ecosystem with one from another area of our state.||A reference text on the marine ecosystem
of differen parts of Australia
|Application||using a diagram, show how the water cycle operates in an ecosystem||Physical Geography and Science textbool which explains the concept of water cycle and how it affects any ecosystem.|
|Application||Demonstrate what happens when humans interfere with the water cycle.||Watch a documentary explaining impact of man’ s intervention on the water cycle or refer to a geography or science text.
Educational CD-ROMs or DVD documentaries on the topic.
|Analysis||Contrast the natural water cycle with that used by our community||Provide butcher paper and markers for students to brainstorm and pen down their thought on the topic.|
|Analysis||Examine an ecosystem that has been damaged by human interference. Avoided how?||Case studies of human interference on ecosystems found in journal articles obtained from ProQuest SIRS Researcher or relevant articles from Nelson Thornes Geofile Series.
Provide links or guide students to actual journal articles found in EbschoHost search Premier.
|Synthesis||Identify an unspoilt ecosystem and design a way of preserving it.||Websites and books on strategies to preserve ecosystems
Online journals and articles of research done on this topic.
Pupils to suggest and design ways to preserve an unspoilt ecosystem
|Synthesis||How would preserving our local ecosystems enhance our environment?||Guide students in the use of concept mapping software such as Inspiration or MindManager so that they are able to pen their thoughts using mindmaps|
|Evaluation||Is it reasonable that people pollute our waterways? Defend your answer||Online journals that cover this topic. Either an online or print topical copy of text from Gale Resources Opposing Viewpoints.Students to mindmap their defence either on paper or use software such as Inspiration or Mindmanager. A constructivist Approach to learning|
|Evaluation||Assess the impact of pollution in our local waterways.||Watch documentaries of various case studies on impact of pollution. Students ask to evaluate such an impact on their own local waterways.Brainstorm and mindmap their thoughts—A constructivist Approach to learning|
A new and inexperienced geography teacher has arrived in your school and has been given the task of teaching a year 7 class on rainforests as part of the Global Environments Focus Area. List 3 key types of information this teacher might need and suggest a source of information – this does not need to be exact, such as a URL, but more general such as ‘an article on’ or ‘a website about’.
For the Geography teacher, I will suggest the following 3 key types of information:
1) Print information
Print copy of textbook or reference book on rainforest.
2) Non-print information
A DVD documentary on rainforest either from the Discovery Series or Planet Earth series by Sir David Attenborough.
3) Digital or online information
-Youtube video clips can be just as useful
-eBooks on Rainforest
Interactive Game- Would even suggest that she try using Rainforest Researcher Interactive Activity Game set for more engaged learning where students construct their own understanding through a fun activity.