"Mapping Student Minds," by Ariel Owen
In this article, the author and teacher of the sixth grade science class in Walnut Creek, CA describes how she utilizes technology in the classroom by having the children obtain scientific information from a local creek and then input the information into a web-based computer program. Using WISE, Web-based Inquiry Science Environment, the children gather the data, and then build causal maps with the causal mapper on WISE after defining the relationships of the data gathered. The children then create the map, refine the map, and and present the map after reviewing and making any necessary changes. The author, Ariel Owen, finds this activity gives kids a better understanding of science and technology by showing cause and effect relationships. According to Owen, "...the mapping project helps illustrate relationships in a very visual and tactile way."
Question 1: Is the activity appropriate for children beginning in Grade 5, as the author suggests?
Answer 1: The author claims this project is appropriate for children starting in Grade 5, and the class she teaches is actually Grade 6. With the exception of a small group of highly intelligent children, I would have to argue that an activity of this nature would be better suited for children starting at the middle level, somewhere around Grades 7 or 8. The author has the children test the creek water for levels of dissolved oxygen, nitrates, nitrites, and sulfates. As a child, I don't remember ever learning about these concepts until much later in school, possibly high school. As a future teacher, I feel that the concepts the author excepts the children to know are somewhat advanced for the elementary level, and I'm not sure the children have the ability to completely grasp these concepts.
Question 2: How much time and funding are required to participate in an activity such as this one?
Answer 2: The author did not state directly how much time, energy and money go into a project of this nature, but I can guess it is a lot. The author confirmed the students go out on field trips twice a year to collect the data. Field trips like this one require at least some funding, not to mention volunteered time of the parents or other staff members. In order to present a worthy project that shows dedication, the children would need hours of class time to compile and present the data necessary to show a complete project. While this project is indeed a great idea, and definitely seems to be working for this individual teacher, it would have to be left at the hands of individual schools to decide whether or not to pursue such an activity because of the required time and energy and money.
In this article, the author and teacher of the sixth grade science class in Walnut Creek, CA describes how she utilizes technology in the classroom by having the children obtain scientific information from a local creek and then input the information into a web-based computer program. Using WISE, Web-based Inquiry Science Environment, the children gather the data, and then build causal maps with the causal mapper on WISE after defining the relationships of the data gathered. The children then create the map, refine the map, and and present the map after reviewing and making any necessary changes. The author, Ariel Owen, finds this activity gives kids a better understanding of science and technology by showing cause and effect relationships. According to Owen, "...the mapping project helps illustrate relationships in a very visual and tactile way."
Question 1: Is the activity appropriate for children beginning in Grade 5, as the author suggests?
Answer 1: The author claims this project is appropriate for children starting in Grade 5, and the class she teaches is actually Grade 6. With the exception of a small group of highly intelligent children, I would have to argue that an activity of this nature would be better suited for children starting at the middle level, somewhere around Grades 7 or 8. The author has the children test the creek water for levels of dissolved oxygen, nitrates, nitrites, and sulfates. As a child, I don't remember ever learning about these concepts until much later in school, possibly high school. As a future teacher, I feel that the concepts the author excepts the children to know are somewhat advanced for the elementary level, and I'm not sure the children have the ability to completely grasp these concepts.
Question 2: How much time and funding are required to participate in an activity such as this one?
Answer 2: The author did not state directly how much time, energy and money go into a project of this nature, but I can guess it is a lot. The author confirmed the students go out on field trips twice a year to collect the data. Field trips like this one require at least some funding, not to mention volunteered time of the parents or other staff members. In order to present a worthy project that shows dedication, the children would need hours of class time to compile and present the data necessary to show a complete project. While this project is indeed a great idea, and definitely seems to be working for this individual teacher, it would have to be left at the hands of individual schools to decide whether or not to pursue such an activity because of the required time and energy and money.
Technology-supported lessons take a lot of planning and problem-solving. In effect, time is commonly cited by teachers for not using technology in their teaching.
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