| Description | \tViewing images from ESEM is an unprecedented opportunity for our students. In Washington State, the Office of the Superintendent of Public Instruction launched a new set of performance assessments for most disciplines, including science. The OSPI has published a clarifications document for these benchmarks. Within this document, support for an ESEM activity is easily found: 1] "Study current technological products and systems in a range of contexts." (P. 37, EALR #2, Benchmark #3). 2] "Use available computer technology and software to gather experimental data, access and process information, and report on science activities and investigations." (P. 35, EALR #2, Benchmark #2). 3] "Classify organisms into distinct groups according to structural, cellular, biochemical, and genetic characteristics." (P. 21, EALR #1, Benchmark 3). \t We would like to examine recently discovered viruses and compare those images with viruses of another generation. Mutations or adaptations are of particular interest. \tMy personal hope for the ESEM activity is fascinating one or two students beyond the classroom to consider the South Sound Regional Science Fair. (March 10th and 11th, 2000 at Pacific Lutheran University.) Exposing students to an unknown level of visual imagery will capture interest, morph perceptions, and shape attitudes on the value of the microscopic world. For my students, it’s the possibility of the ESEM becoming the probability of shifting scientific literacy and interest ahead. Appreciatively, Bruce Kelly SHS Science Dept. Chair \t |
