Devise+a+Plan-Agenda-Resources

Project: Inquiry-based DNA unit workshop to 9-12 Biology high school science teachers; applicable to both distance learning, hybrid, or f2f classroom. **Devise a Plan** **1. Authentic Assessment Activity:** Now that you have determined the topic for your workshop, you can start thinking about the kind of authentic assessment activity you would like to include. **//Begin with the end in mind//** and decide what kind of product you would like your participants to create to demonstrate that they can apply the principles/content/skills they learned in the workshop.

MUVE The River City Project collaboration activity that integrates units in ecosystems, biology, and epidemiology. Takes place in the 19th century but participants use 21st century tools and strategies in collaboration, research, analysis, hypothesis, problem-solving, and more collaboration. Workshop participants will view the overall video, create their own avatars, collaborate with peers on strategies. The purpose of this activity is to introduce practice in 2nd life and use of this technology to guide their students in participating in the same activity. Participants final product will be creating teacher starter sheets to use for tutorial purposes when training their students. They will learn to do screenshots and work in publisher to create this 2-page tutorial for their students.

**2. AGENDA:** **(1 hour) Introductions, Icebreaking Activity, and Pre-Assessment** **Pre-assessment** both critical thinking and content: 1) Collaborative activity: Scientific Inquiry Assessment-think of a question that can be answered using scientific inquiry. Apply all aspects of the full cycle of the scientific process and (create reasonable data) 2) MultiMedia tools checklist for experiences **(1 hour) Pre-teach**: 1) review Multimedia tools list from pre-assess 2) Create a short video drama showing traditional science and inquiry science (use this quarter's 8842 5 min Video as a springboard) 3) Inquiry-based lab CHOOSE from the following: a) on Watson & Crick’s DNA structure from Erwin Charaff’s data in the 1940’s “Charaff’s DNA Data” b) Classifying Oaks with DNA and Species discussion and relation to DNA, molecular sequencing, DNA & evolution  c) Hippocampus video – How Biologist Study? [] d) Extracting DNA, student-developed procedure Expectations? How do you know you have DNA?  DNA structure – find modeling program modeling? Hippocampus  From DNA to Protein: Introduce 3-D protein free modeling software  Protein synthesis m-RNA, t-RNA in transcription, translation building models – find virtual modeling? Tutorial?  e) Human genetic disease: A case study of Sickle-cell anemia with one nucleotide error. f) FIND virtual Electrophoresis simulation - diagnostic lab on 2 families for heterogonous carriers / homologous / free [|Modeling Tools and Multiple Representations], (ChemSense, Gizmo, Protein Explorer) [|Tools that Facilitate Collaboration and Discourse], (Globe) and [|Simulations and Virtual Labs].(Gizmo, ThinkerTools, Virtual Frog, Virtual Labs at the Howard Hughes Medical Institute (9-12) Allows students to take on the role of scientist, technician, doctor, immunologist and others as they participate in labs on topics such as cardiology, immunology, and bacterial identification. Free. Software guides students through the virtual dissection of a frog, including pre-lab instructions, lab simulations, and post-lab reinforcements. MUVE River City Project for learning scientific inquiry and 21st century skills (19th century town plagued by a disease). Consider the issues - a team structured debate: teams choose from 10 genetic/DNA/Biotech issues and debate in forum. ePortfolios
 * (1 hour) Presentation:**
 * Operation Frog Deluxe (4-10)
 * (2 hour) Authentic Assessment Activity & Presentations: **

References: CITEd [|Research Center - Center for Implementing Technology in Education] : [|Multimedia Technologies]

Using Multimedia Tools to Help Students Learn Science
Retrieved from [] and Multi User Virtual Environments for Education Retrieved from [] Access eLearning Retrieved from [] Access eLearning A free, online ten-module tutorial that offers information, instructional techniques, and practice labs on how to make the most common needs in distance education accessible for individuals with disabilities, and enhance the usability of online materials for all students. Georgia Tech Research on Accessible Distance Education Project =Multimedia Tools Help Students Think Like a Scientist (from LD Online)= By: National Center for Technology Innovation and Center for Implementing Technology in Education (2008) []

**3. Pre-Training:** When you have an overview of the concepts and skills you are presenting, you may decide that there is a need for pre-training to provide advanced teaching for your participants. Mayer suggests that this can help clarify concepts that may confuse learners and “set the stage” for learning. Pre-training should take place as an activity or introduction prior to the beginning of your presentation. Think of a creative, yet effective way to accomplish this task. ( create a dramatized video showing the different approaches to science – inquiry vs traditional)

(podcasts, video, tutorials, and demonstrate all multimedia tools for them to learn and practice)
 * 4. Presentation:** Determine what kind of presentation would be most engaging so participants can learn the basic concepts and skills needed to complete the authentic assessment activity.

**5. Graphic Organizer:** After you develop a general outline for your workshop, create a graphic organizer to help focus participants’ attention on the key points of your presentation. This organizer will help participants actively engage and focus on key points in the presentation. ( Mind Map of the 3 main categories of MM tools (Modeling, collaborative, simulations & virtual labs) and all multimedia tools and how their applications in science)