This week we are reflecting on the use of spreadsheets and databases in lesson plans. I have found two lessons, one using spreadsheet software and one using database software, that I will be looking at for strengths, weaknesses, and applicability to my content area.
First, from Microsoft.com - a lesson using spreadsheet software:
"Calculate your carbon footprint"
This lesson is designed for middle school or high school math or science students, so it is well-suited for the high school Physics classroom.
Structure & Content:
This lesson (spread over four class periods) is fairly student-driven and open-ended. There are not specific step-by-step instructions. The lesson begins with a basic overview of the concepts of carbon footprint and greenhouse gases, though the lesson plan does not provide any content details; teachers are expected to fill in the blanks. Over the four class periods, students use online resources (links provided) to make connections between everyday activities & energy use with the inherent production of greenhouse gases in providing that energy. In the end, students are asked to form a conclusion in the form of a carbon footprint report about their own lives.
My thoughts on this lesson with regards to content:
Though there are no easy answers on the topics of energy use and greenhouse gas emissions and their effect on the environment, it is clear that students need to be educated about energy issues and their role. The topic of calculating your own carbon footprint, while somewhat abstract and theoretical, is very important for students to think about - to see that their decisions do make an impact and there are costs associated with our decisions that do not show up on the gas or electric bill. Good choice, great topic.
My thoughts on this lesson with regards to technology and the use of spreadsheets:
Obviously since the lesson was published by Microsoft, they have designed it to be done in Microsoft Office Web and Live.com. However it could be just as easily (and more accessibly) done with Google Docs or any other available productivity suite with a spreadsheet program. If I were going to use this lesson, I would use Google Docs as it is free and very conducive to collaboration for students. I like the idea of using a spreadsheet to record personal energy use and make calculations related to carbon footprint. Using a spreadsheet has the distinct advantage over using a word processor (even with data tables inserted) in that it can automatically perform calculations, such as multiplying power times time to find energy use, or daily energy use times time to find yearly energy consumption. However I think students would need to see a template or an example of such a spreadsheet. As is, the lesson just tells students to merely set the row and column structure and to fill in the spreadsheet over the five days. If I were going to use this lesson, I would definitely create a template or a sample spreadsheet with a few calculations already filled in, so they can get some ideas about how to perform the calculations.
Summary of thoughts on Carbon footprint lesson:
I'll give it an A-. I would definitely consider using this lesson if it fits with my standards and objectives. I like the relevant content and the good integration of spreadsheet technology. The only thing I would change is to give a little more specific direction in how exactly to set up and use the spreadsheet.
First, from Microsoft.com - a lesson using spreadsheet software:
"Calculate your carbon footprint"
This lesson is designed for middle school or high school math or science students, so it is well-suited for the high school Physics classroom.
Structure & Content:
This lesson (spread over four class periods) is fairly student-driven and open-ended. There are not specific step-by-step instructions. The lesson begins with a basic overview of the concepts of carbon footprint and greenhouse gases, though the lesson plan does not provide any content details; teachers are expected to fill in the blanks. Over the four class periods, students use online resources (links provided) to make connections between everyday activities & energy use with the inherent production of greenhouse gases in providing that energy. In the end, students are asked to form a conclusion in the form of a carbon footprint report about their own lives.
My thoughts on this lesson with regards to content:
Though there are no easy answers on the topics of energy use and greenhouse gas emissions and their effect on the environment, it is clear that students need to be educated about energy issues and their role. The topic of calculating your own carbon footprint, while somewhat abstract and theoretical, is very important for students to think about - to see that their decisions do make an impact and there are costs associated with our decisions that do not show up on the gas or electric bill. Good choice, great topic.
My thoughts on this lesson with regards to technology and the use of spreadsheets:
Obviously since the lesson was published by Microsoft, they have designed it to be done in Microsoft Office Web and Live.com. However it could be just as easily (and more accessibly) done with Google Docs or any other available productivity suite with a spreadsheet program. If I were going to use this lesson, I would use Google Docs as it is free and very conducive to collaboration for students. I like the idea of using a spreadsheet to record personal energy use and make calculations related to carbon footprint. Using a spreadsheet has the distinct advantage over using a word processor (even with data tables inserted) in that it can automatically perform calculations, such as multiplying power times time to find energy use, or daily energy use times time to find yearly energy consumption. However I think students would need to see a template or an example of such a spreadsheet. As is, the lesson just tells students to merely set the row and column structure and to fill in the spreadsheet over the five days. If I were going to use this lesson, I would definitely create a template or a sample spreadsheet with a few calculations already filled in, so they can get some ideas about how to perform the calculations.
Summary of thoughts on Carbon footprint lesson:
I'll give it an A-. I would definitely consider using this lesson if it fits with my standards and objectives. I like the relevant content and the good integration of spreadsheet technology. The only thing I would change is to give a little more specific direction in how exactly to set up and use the spreadsheet.
Second, a lesson by Trish Loudermilt at Learn NC (From UNC Chapel Hill)
"Discovering elements online"
This lesson is designed for grade 8 science students, so would be appropriate to use in a grade 9 Physics class as well. If used for older students the emphasis would be on using familiar content (the elements) to learn a new skill (using a database).
Structure & Content:
This lesson (spread out over two weeks) is designed to give students an overview of the elements and experience creating and using a database of information. The instructions are simple but straight-forward. A large part of the time is spent with students cycling through the use of available computer(s) first to research and then to enter data into the database.
My thoughts on this lesson with regards to content:
As I mentioned briefly at the outset, this lesson's content is geared more towards younger science students. It would be right on target for a 9th grade Physics or Physical Science class (or Chemistry). The content ought to be quite familiar to Physics students in the upper grades and so the learning objectives would be focused on the development of database software skills. However that is a great way to learn new technology skills - to use familiar content so the students are not trying to learn two new domains at once. Core science content, great choice for underclassmen.
My thoughts on this lesson with regards to technology and the use of databases:
There are many ways databases can be used in education, but many are administrative. It is harder to find effective ways to teach and use database technology in connection to Physics content. This lesson fits the bill. Though the lesson plan does not offer specific instructions on how to use the database software, these instructions would depend on the platform a teacher chooses anyhow. And therein lies perhaps the teacher's biggest dilemma with this lesson - what database program to use. The lesson plan was designed with Microsoft Works 4.5 in mind, but any of a number of programs could do. Microsoft Access is one of the most powerful widely used database programs, and OpenOffice.org includes the database-management software Base in its suite. If school computers have effective database-management software installed, that would be a good choice to use. If no, open source is always a good way to go because students can download it themselves for free. Since there are no specific database instructions included in this lesson plan, the teacher needs to be comfortable with instructing students in the creation and manipulation of fields and records using whatever software is chosen.
Final thought regarding the technology aspect of this lesson is that it would expedite the project significantly to have more computer access. With only one student (or pair) using a single computer at a time, it may take a long time for everybody to complete their research and data entry. Though most databases may not support simultaneous editing from different addresses, at least with increased computer access all students could get their research done at the same time. However I last taught at a one-to-one laptop school, so maybe my expectations are a little skewed on this point.
Summary of thoughts on Elements database lesson:
I think this is a great lesson, whether for younger science students to learn about the elements and databases, or for older science students to use familiar content and apply it to using a database. In particular I like the part of the activities in which students come up with questions about the Elements that can be answered by filtering and mining the data - such as "Which elements with atomic weights of at least twenty-five are classified as metals and can also exist in the liquid state?" Learning to organize the data and apply search filters will be a powerful and useful lesson for students. I would definitely use this lesson if I feel it fits with my standards and objectives.
"Discovering elements online"
This lesson is designed for grade 8 science students, so would be appropriate to use in a grade 9 Physics class as well. If used for older students the emphasis would be on using familiar content (the elements) to learn a new skill (using a database).
Structure & Content:
This lesson (spread out over two weeks) is designed to give students an overview of the elements and experience creating and using a database of information. The instructions are simple but straight-forward. A large part of the time is spent with students cycling through the use of available computer(s) first to research and then to enter data into the database.
My thoughts on this lesson with regards to content:
As I mentioned briefly at the outset, this lesson's content is geared more towards younger science students. It would be right on target for a 9th grade Physics or Physical Science class (or Chemistry). The content ought to be quite familiar to Physics students in the upper grades and so the learning objectives would be focused on the development of database software skills. However that is a great way to learn new technology skills - to use familiar content so the students are not trying to learn two new domains at once. Core science content, great choice for underclassmen.
My thoughts on this lesson with regards to technology and the use of databases:
There are many ways databases can be used in education, but many are administrative. It is harder to find effective ways to teach and use database technology in connection to Physics content. This lesson fits the bill. Though the lesson plan does not offer specific instructions on how to use the database software, these instructions would depend on the platform a teacher chooses anyhow. And therein lies perhaps the teacher's biggest dilemma with this lesson - what database program to use. The lesson plan was designed with Microsoft Works 4.5 in mind, but any of a number of programs could do. Microsoft Access is one of the most powerful widely used database programs, and OpenOffice.org includes the database-management software Base in its suite. If school computers have effective database-management software installed, that would be a good choice to use. If no, open source is always a good way to go because students can download it themselves for free. Since there are no specific database instructions included in this lesson plan, the teacher needs to be comfortable with instructing students in the creation and manipulation of fields and records using whatever software is chosen.
Final thought regarding the technology aspect of this lesson is that it would expedite the project significantly to have more computer access. With only one student (or pair) using a single computer at a time, it may take a long time for everybody to complete their research and data entry. Though most databases may not support simultaneous editing from different addresses, at least with increased computer access all students could get their research done at the same time. However I last taught at a one-to-one laptop school, so maybe my expectations are a little skewed on this point.
Summary of thoughts on Elements database lesson:
I think this is a great lesson, whether for younger science students to learn about the elements and databases, or for older science students to use familiar content and apply it to using a database. In particular I like the part of the activities in which students come up with questions about the Elements that can be answered by filtering and mining the data - such as "Which elements with atomic weights of at least twenty-five are classified as metals and can also exist in the liquid state?" Learning to organize the data and apply search filters will be a powerful and useful lesson for students. I would definitely use this lesson if I feel it fits with my standards and objectives.