La Tercera Elementary School
Session 1999-079



Name La Tercera Elementary School
Location Petaluma, California , USA


Subjects technology
Grades 4
Students -1


Description Background Information I am a former teacher who is currently working as a volunteer technology mentor with three forth grade classes (89 students) on a program to integrate the use of computers as learning tools, with the regular classroom curriculum in the area of science. This program is a pilot program utilizing products developed by my company Classroom Technology. We are involved in a yearlong study of several environmental habitats. We are currently finishing our unit on the rain forests. Next we will study deserts, then oceans, and finally grasslands in the spring. We have chosen to study grasslands last, as that is the habitat we live in. A part of each of our habitat units is an in-depth look at invertebrates, their body parts, and their place in the habitat. The students spend a minimum of 4.5 hours per week involved in the study of all aspects of each habitat. They spend approximately 1.5 hours per week utilizing the computers as their primary source of instruction. The students and teachers are creating a unique learning environment where technology is an integral part of learning, and we would welcome the opportunity to show them the unique capabilities of a scanning electron microscope. Specimens to be Collected and Viewed The objective for the grasslands unit is to narrow the focus of our yearlong project to the studentsí own habitat. We will be collecting insects from our California grassland home. We anticipate collecting a variety of insects including, but not limited to, butterflies, moths, ants, bees, flies, grasshoppers, dragonflies, crickets, etc. We would like to submit six unique representative specimens, two from each of the three classes. Follow-Up Activities After Viewing Session While not a follow-up activity, we will be utilizing classroom microscopes to view invertebrates and other aspects of our grassland environment prior to our receipt of images from the scanning microscope. Anticipated follow-up activities include discussions on our experience with the classroom microscopes, and the images from the scanning microscope, and the overall process. In addition, we will be utilizing print outs of previous microscope images (from your site and other sources) to expand the students understanding of invertebrates, their body parts, and their place in the environment. Additional activities will include written assignments dealing with the body parts of the invertebrates and their functions, and art activities involving designing invertebrates for various life styles. Evaluation In addition to the evaluation of written work and art assignments, we anticipate that the students will have a much greater comprehension about the place invertebrates have in all living communities. We also anticipate that the students will have acquired expanded abilities to communicate the information they have learned.


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