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Students are to evaluate the effects of: a.) water pollution by sewage, by inorganic waste and by nitrogen-containing fertilizers; air pollution by greenhouse gases (carbon dioxide and methane), contributing to global warming; air pollution by acidic gases (sulfur dioxide and oxides of nitrogen), contributing to acid rain; pollution due to insecticides; b.) discuss reasons for conservation of species with reference to maintenance of biodiversity, management of fisheries and management of timber production; || - engage students in exploring real-world issues and solving authentic problems using digital tools and resources - develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress - address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources Instructional Objectives: - Students assume the role of geologist, botanist, zoologist and environmentalist in studying the factors that contribute to the survival of the flora and fauna found in a natural swamp located within the school vicinity. || 10 minutes
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Flora and Fauna |||| Related Lessons: Effect on human activity on the ecosystem ||
 * Grade Level: Year Nine |||| Unit: Biodiversity ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * Facilitate and Inspire Student Learning and Creativity**
 * Design and Develop Digital-Age Learning Experiences and Assessments**
 * Promote and Model Digital Citizenship and Responsibility**
 * == ACTION == ||
 * Before-Class Preparation:
 * 1) Decide on the time and day for activity. Check with the [|www.weatherforecast.bn] for weather on tentative trip to ensure favorable weather condition.
 * 2) Survey swamp to locate plots of study and observations. Mark the plots for easy identification and record of students’ work/evaluation when project starts.
 * 3) Prepare the following printouts to be inserted into individual folder for distribution
 * 4) Project overview information sheet – contents include students to decide on members of their respective group with identification of person serving as geologist, biologist and environmentalist, survey analyst, data recorder.
 * 5) Project instructional sheet
 * 6) Project task checklist
 * 7) Project components reflection sheet
 * 8) Reflection rubric
 * 9) Student blog requirement information sheet and accompanying rubric ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

10 minutes

20 minutes

Day 2

30 minutes

10 minutes

Day 3

10 minutes

20 minutes

10 minutes |||| As an introduction, students are to view pictures of the fauna and flora I took of the swamp prior to class uploaded in the class blog.

Students are given five minutes to jot down questions they would like to find answers to upon viewing the photos slide show.

Following the above mentioned, students will study the materials in their project folder. They are to compare the questions they have enlisted prior with the project instructional sheet which includes the problem they have to investigate, analyse and find answers to.

Question and answering session prior to proceeding to the project site for PBL.

At the site, students disperse into their respective groups. The geologist would gather information on the rocks, soil and water information. The botanist would investigate the flora, whilst the zoologist would study the fauna species. The environmentalist would study the non-biotic factors in the area.

Students complete the task checklist within the time allotted.

Students proceed to project site to finish off uncompleted task from day 1.

Students individually complete reflection sheet in class. Students reconvene into their respective group to share their reflection.

Students disperse to their respective personal computers to create and input their reflection of the project. Sharing sessions of all groups. || Students own laptop with word-processing software || Students are heterogeneously group for the nature of the project requires expertise from different science discipline. || Group discussion via observation. Monitoring their checklist. Monitor their data analysis via observation, oral question and answer session Accommodations and Extensions: Assisting in use of technical scientific probe if required. Back-Up Plan: || A checklist will be used to check off each completed component. A rubric will be used to evaluate each completed component. A student’s self-evaluation rubric will be completed by each student to access their understanding and learning. A reflection on their project thus far, by each student to be posted into their own blog. LESSON REFLECTIONS AND NOTES: || **CATEGORY** || 4 || 3 || 2 || 1 || concise, even striking formulations, clear, easy to read style || Organized, well‐ edited and thoughtfully composed || Open and respectful tone, some organization is evident || Unclear, disorganized, unedited || No problems for audience to comprehend and understand content. || Blog entry contains less than ten spelling errors, errors with usage of grammar, punctuation, etc. Audience has little trouble reading and understanding blog. || Blog entry contains more than ten spelling errors, errors with usage of grammar, punctuation, etc. Audience has little trouble reading and understanding blog. || Blog entry is full of spelling errors, use of incorrect grammar and syntax consistently, making it difficult for the audience to follow and understand the information. || Links connect blog reader to sites that are interactive, reliable and validity is ensured. || Blog entry contains three to five links. Three or less of these links are commercialized websites where reliability and validity are questionable. || Blog entry contains two links or less. || Blog entry contains no links. || personal experience, experts, etc. in ways that strongly support the main position || Incorporates the work/experiences of other students, scholars and experts || Appeals to personal experience, but not to the work/experiences of others || No or few references or support for position ||  ||
 * Note student groupings, environmental modifications needed, etc:
 * == MONITOR == ||
 * Ongoing Assessment(s):
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **//Writing – organization//** || Entry well- organized around the topic understudy,
 * **//Intellectual Engagement with Key Concepts//** || Blog entry demonstrates engagement with the important issues raised through internet search, readings and/or class activities || Blog entry demonstrates awareness of most of the key issues raised through internet search, readings and/or class activities || Blog entry makes some reference to issues raised through internet search, readings and/or class activities || Blog entry makes no reference to issues raised through internet search, readings and/or class activities ||
 * **//Engaged Writing//** || Blog entry shows a very good command of Standard English. Less than five spelling errors.
 * **//URL links for further reading//** || Blog entry contains more than five links.
 * **//Reference &//**
 * //Support//** || Uses references to literature, readings,

Students are to: a.) Investigate and compare the effect of water pollution by sewage, by inorganic waste and by nitrogen-containing fertilizers in a neighboring country; b.) Compare the effect of air pollution by greenhouse gases (carbon dioxide and methane), contributing to global warming; air pollution by acidic gases (sulfur dioxide and oxides of nitrogen), contributing to acid rain; pollution due to insecticides of a neighboring country || - engage students in exploring real-world issues and solving authentic problems using digital tools and resources - develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress - address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources Instructional Objectives: - Students are to use online video conferencing, Skype to collaborate with a sister school, Singapore High, in Singapore undertaking a similar ecology project. ||
 * = Daily Lesson GAME Plan – 2 (Social Networking and Online Collaboration) = ||
 * Lesson Title: Flora and Fauna |||| Related Lessons: Effect on human activity on the ecosystem ||
 * Grade Level: Year Nine |||| Unit: Biodiversity ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * Facilitate and Inspire Student Learning and Creativity**
 * Design and Develop Digital-Age Learning Experiences and Assessments**
 * Promote and Model Digital Citizenship and Responsibility**
 * == ACTION == ||
 * Before-Class Preparation:
 * 1) Laise with teacher from Singapore High on a day conducive for students from both schools to introduce their respective projects.
 * 2) Set up of Skype software, microphone and webcam in classroom computers. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

Day 2

Day 3

Day 4 |||| Teacher demonstrates use of Skype. Students will practice the use of Skype by video-conferencing with their peers inside classroom.

Students to prepare their project for sharing with students from Singapore High by doing the following:
 * 1) Prepare a five minute PowerPoint slide show of their field work with narration
 * 2) Prepare a dialogue which they will carry out during their ‘Skype’ session with a match-up buddy group from Singapore High
 * 3) Dialogue should include
 * 4) An introduction of their project
 * 5) A reflection of their field work
 * 6) An analysis and conclusion of findings
 * 7) A summary statement of what they have learnt

Skype session begins. Students gathered in their respective groups to video conference with an assigned match-up buddy group from Singapore High. Students are to record and archive their video conferencing for in class sharing on Day 4.

Students work in their base group to create a group wiki to document their project. They are to invite each member of their buddy group from Singapore High to join their wiki. From this day on, they will collaborate using this wiki to plan, organize and collaborate on future projects and learning activities. In class sharing of their experience with Skype, a comparison of how their project is similar and different from their buddy group’s project from Singapore High, what insights have they gained via online collaboration on the effects of human activity on the ecosystem in Brunei versus Singapore. || Personal laptops, classroom computers, microphones, webcams, || Students are heterogeneously grouped, similar to the start of project, so that students with different technology skills can work together to carry out the video conferencing, create a wiki and continue with their weblog. || Monitoring of group discussion on preparation of PowerPoint and dialogue via observation. Accommodations and Extensions: For students who wish to extend their learning experience may publish their field and collaborative work in the school website. Back-Up Plan: Should Internet connection fail and not able to video conference, students will present their PowerPoint presentation to a group of teachers who are available at the time scheduled to get feedbacks on their work. || A rubric will be used to evaluate their wiki. A student’s self-evaluation rubric will be completed by each student to access their understanding and learning. A reflection on their project thus far, by each student to be posted into their own blog. LESSON REFLECTIONS AND NOTES: || **CATEGORY** || 4 || 3 || 2 || 1 || concise, even striking formulations, clear, easy to read style || Organized, well‐ edited and thoughtfully composed || Open and respectful tone, some organization is evident || Unclear, disorganized, unedited || No problems for audience to comprehend and understand content. || Blog entry contains less than ten spelling errors, errors with usage of grammar, punctuation, etc. Audience has little trouble reading and understanding blog. || Blog entry contains more than ten spelling errors, errors with usage of grammar, punctuation, etc. Audience has little trouble reading and understanding blog. || Blog entry is full of spelling errors, use of incorrect grammar and syntax consistently, making it difficult for the audience to follow and understand the information. || Links connect blog reader to sites that are interactive, reliable and validity is ensured. || Blog entry contains three to five links. Three or less of these links are commercialized websites where reliability and validity are questionable. || Blog entry contains two links or less. || Blog entry contains no links. || personal experience, experts, etc. in ways that strongly support the main position || Incorporates the work/experiences of other students, scholars and experts || Appeals to personal experience, but not to the work/experiences of others || No or few references or support for position ||  ||
 * Note student groupings, environmental modifications needed, etc:
 * == MONITOR == ||
 * Ongoing Assessment(s):
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **//Writing – organization//** || Entry well- organized around the topic understudy,
 * **//Intellectual Engagement with Key Concepts//** || Blog entry demonstrates engagement with the important issues raised through internet search, readings and/or class activities || Blog entry demonstrates awareness of most of the key issues raised through internet search, readings and/or class activities || Blog entry makes some reference to issues raised through internet search, readings and/or class activities || Blog entry makes no reference to issues raised through internet search, readings and/or class activities ||
 * **//Engaged Writing//** || Blog entry shows a very good command of Standard English. Less than five spelling errors.
 * **//URL links for further reading//** || Blog entry contains more than five links.
 * **//Reference &//**
 * //Support//** || Uses references to literature, readings,

Students are to: a.) Investigate and compare the effect of water pollution by sewage, by inorganic waste and by nitrogen-containing fertilizers in a neighboring country; b.) Compare the effect of air pollution by greenhouse gases (carbon dioxide and methane), contributing to global warming; air pollution by acidic gases (sulfur dioxide and oxides of nitrogen), contributing to acid rain; pollution due to insecticides of a neighboring country || - engage students in exploring real-world issues and solving authentic problems using digital tools and resources - develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress - address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
 * = Daily Lesson GAME Plan – 3 ( Digital Storytelling Lesson) = ||
 * Lesson Title: Save our swamp! |||| Related Lessons: Effect on human activity on the ecosystem ||
 * Grade Level: Year Nine |||| Unit: Biodiversity ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * Facilitate and Inspire Student Learning and Creativity**
 * Design and Develop Digital-Age Learning Experiences and Assessments**
 * Promote and Model Digital Citizenship and Responsibility**

Instructional Objectives: - Students are to generate a digital field project report to be shared within the class, and subsequently upload the digital stories onto the school website. || 10 minutes
 * == ACTION == ||
 * Before-Class Preparation:
 * 1) Prepare a “what is and how to” digital story of what digital story telling is about, with incorporated examples of digital stories found online.
 * 2) Prepare guidelines on flipchart on steps in concept mapping to organize their ideas for their story, sequence these ideas into a script and story board, finding visuals to match the story reminders such as copyright laws, appropriateness of images and videos.
 * 3) Set up of audio recording software such as audacity, microphone, webcam in classroom computers.
 * 4) Ensure availability of digital cameras. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

25 minutes

5 minutes

Day 2 5 minutes

35 minutes

Day 3

10minutes

30 minutes |||| Students viewed the digital story of what is and how to create a digital story.

Following this viewing, students will be given 25 minutes to explore and view examples of digital story telling from the following sites: [|www.uh.edu], [|www.digitales.us] [|www.apple.com/education/itunesu],

Question and answering session on creation of digital story telling.

Teacher recaps the few important aspects of digital story components and reminders.

Students disperse into their respective base group to create their digital story. Teacher cruise around the class to monitor task, ensure students are focusing on content and communication rather than focusing on being competitive in their product, observe technology skills and facilitate any problems arising from the creation.

Students gather into their base group to do final touches on their digital story.

Each group showcases their digital story for oral feedbacks and critics from their peers and teacher.

Following the sharing and critic session, students edit and finalize their digital story for uploading onto the school website. || Personal laptops, classroom computers, microphones, webcams, projectors ||
 * Note student groupings, environmental modifications needed, etc:

Students are heterogeneously grouped, similar to the start of project, so that students with different technology and literacy skills can work together to carry out the script and story board writing, image searching and capturing, video capturing and editing, music input and so on. ||
 * == MONITOR == ||
 * Ongoing Assessment(s):

Monitoring of group discussion on preparation of digital story via observation.

Accommodations and Extensions:

For students who wish to show case their creativity may publish their digital story in Youtube or Teachertube.

Back-Up Plan:

Should Internet connection fail and not able to video conference, students will present their PowerPoint presentation to a group of teachers who are available at the time scheduled to get feedbacks on their work. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:

A reflection on their learning experiences of the whole project, by each student, to be posted into their own blog including their experiences of collaboration with peers from sister school and creation of digital storytelling. A rubric will be used to evaluate their blog entry.

LESSON REFLECTIONS AND NOTES: The students enjoyed creation of digital storytelling the most as it enables the students to showcase their hidden talents, such as music composing, narrating and acting, editing pictures, photography skills, which they do not normally get to do in a normal daily classroom learning. As Dr Abrams asserted, today’s students are immersed in technology and multimedia. We as teachers just need to provide them the opportunity and time, provide them with the tools necessary to let their creation and talent shine.|| **CATEGORY** || 4 || 3 || 2 || 1 || concise, even striking formulations, clear, easy to read style || Organized, well‐ edited and thoughtfully composed || Open and respectful tone, some organization is evident || Unclear, disorganized, unedited || important issues raised through internet sea ch, readings and/or class activities || Blog entry demonstrates awareness of most of the key issues raised through internet search, readings and/or class activities || Blog entry makes some reference to issues raised through internet search, readings and/or class activities || Blog entry makes no reference to issues raised through internet search, readings and/or class activities || No problems for audience to comprehend and understand content. || Blog entry contains less than ten spelling errors, errors with usage of grammar, punctuation, etc. Audience has little trouble reading and understanding blog. || Blog entry contains more than ten spelling errors, errors with usage of grammar, punctuation, etc. Audience has little trouble reading and understanding blog. || Blog entry is full of spelling errors, use of incorrect grammar and syntax consistently, making it difficult for the audience to follow and understand the information. || Links connect blog reader to sites that are interactive, reliable and validity is ensured. || Blog entry contains three to five links. Three or less of these links are commercialized websites where reliability and validity are questionable. || Blog entry contains two links or less. || Blog entry contains no links. || personal experience, experts, etc. in ways that strongly support the main position || Incorporates the work/experiences of other students, scholars and experts || Appeals to personal experience, but not to the work/experiences of others || No or few references or support for position || ||
 * **//Writing – organization//** || Entry well- organized around the topic understudy,
 * **//Intellectual Engagement with Key Concepts//** || Blog entry demonstrates engagement with the
 * **//Engaged Writing//** || Blog entry shows a very good command of Standard English. Less than five spelling errors.
 * **//URL links for further reading//** || Blog entry contains more than five links.
 * **//Reference &//**
 * //Support//** || Uses references to literature, readings,