Chapter 7- Writing with Technologies

Although science may not lend itself to being totally dependent on writing, writing does however become a very critical part to understanding key words and concepts. Chapter 7 talks about the importance of writing, and the many uses writing brings to the table in terms of learning. Writing does not have to be an independent task, but rather collaborative writing is very useful in student learning and achievement.

One tool that chapter 7 talks about using to assist in collaborative writing is the use of blogs. Blogs allow students to post ideas and information that can be viewed by other students. Through the blogs students can receive positive feedback from their peers, and creates an environment in which students can share multiple ideas and resource sites. The use of blogs is very useful when teachers, and students present their different perspectives on certain matters, and share their experiences, which opens up new avenues in which students to think about various concepts.
I really would like to use more inside the classroom. First, blogs allow students to post useful resources and information to share with others. I find that when I give students a project to do for science, that they are limited to how to find resources to complete their projects. Many other students who are deft at using the Internet for research, are more than likely to find sites and resources other students can not. By using blogs, all students are sharing their resources, and also writing about how useful the sites are, and giving feedback to the students about the resources they shared. Even though this may not sound like much, the students are now incorporating more writing into science by communicating with the students through the blog.

My first project using the blog would be with fifth grade students exploring weather and climate in science.

Student Expectation:

The student is expected to differentiate between weather and climate.

Vocabulary:

Weather, Climate, Precipitation, Temperature, Trend, Generalization, Data, Humidity, Typical

Key Concepts:

• Key Concept 1: Weather refers to the daily environmental conditions we experience around us. It is also used to describe the condition of the atmosphere in a place at a certain time.
• Key Concept 2: Climate refers to the average conditions in a place over a longer period of time.
• Key Concept 3: Weather can be observed each day, whereas climate must be observed over time.

1. Students must post two resources that effectively explain weather and climate.

2. Students will write 100- 200 words explaining how these resources are beneficial in understanding the difference between weather and climate.

3. Students are required to read other students' blogs, and comment on how useful the resources provided are helpful to them (only comment on two students).

Next, the students will provide:

1. A PowerPoint, podcast, or visual to show their understanding of weather and climate.

2. Students will post their project to their blog site

3. Students will comment on two classmates postings.
Another great point that the chapter provides is, writing collaboratively using Google Docs. Google Docs is an application that allows students to share and revise a document that has been created by someone other than themselves. Google Docs allows a group of students to edit the same document at the same time (or at a different time). This application is very helpful because, students who are involved in a group project do not have to wait for one person to complete their part, and pass it on. Google Docs allows group members to give instant and positive feedback to their peers.

Google Docs is truly another tool that would benefit me to use in the classroom. The students in my class work in groups, and in many instances have to go home, do their part, and then wait for their group members to do their part to finish putting everything together. By using Google Docs, groups can publish and share their document, so that group members can work on the same paper at home. More times than not, some students always do more than others. With Google Docs, I can monitor who has contributed to the project, and who has not. It is an effective tool to ensure that all students are active participants during the course of the year. Again, this collaborative writing instills ownership among all the participants, and everyone has a fair say in the project.

The project I will use for Google Docs is having students write about the Sun and Water cycle.

Student Expectation:

The student is expected to explain how the sun and ocean interact in the water cycle.

Vocabulary:

Ocean, Beach Erosion, Waves, Freshwater, Saltwater, Water Cycle, Evaporation, Condensation, Precipitation

Key Concepts:

• Key Concept 1: The sun provides the energy that evaporates water on Earth.


• Key Concept 2: As evaporation can be used to separate solutions, water that evaporates from the ocean does not contain salt.


• Key Concept 3: Much of the water cycle begins when the sun's energy evaporates water from oceans, which collectively cover approximately 75% of the Earth's surface.

1. Students will create a Google Docs account.

2. Students will create a word document that covers the following:

   a) What factors affect the water cycle

   b) Why is the water cycle important to survival

   c) What is the role of the Sun within the water cycle

   d) Expalin the water cycle, and create a diagram to show the process

3. Students will be separated into groups of four, and each student will be responsible for one topic.

4. Students will be required to work on the document collectively or separately twice a week for two weeks.