Denise's+1st+Post

1- The activity I followed was an **Endangered Species Field Trip** through www.tramline.com/sci/endanger/index.htm. It was an activity making "stops" along the way to information regarding endangered species. Each stop gave information about the world of an endangered species organism. It is noted that the field trip included both animals, marine life and plants.

The first stop was to find the definition of Endangered Species. The site led to other avenues such as information on the law in the United States and in specific states, organizations that are activists for endangered species, causes of the catastrophe, specific species that are in the news and also how others are helping in the further prevention of such.

The next few stops went into the specifics of facts, scientific terms, plans to recover endangered species, and the causes of endangerment world wide.

The 4th and 5th stops focuses on the species. With bio's, images, videos the student learns about many species that are being threatened such as the Bagheera Tiger and KoKo the gorilla who can communicate using sign language.

The next stop explored the reason why to save organisms from extinction such as for medicinal, agriculture and aesthetics.

The last stops allow the student to explore each state for the different organisms that are endangered and threatened, and also how can someone help as well by being a conservationist by reading the story of Jenny Osgood.

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.** Key Idea 1: Living things are both similar to and different from each other and from nonliving things. Key Idea 3: Individual organisms and species change over time. Key Idea 4: The continuity of life is sustained through reproduction and development. Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Key Idea 6: Plants and animals depend on each other and their physical environment. Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environments.
 * 2a- NYS Science Standards


 * 2b- National Technology Standards:**

• NT.K-12.1 Students demonstrate a sound understanding of the nature and operation of technology systems • NT.K-12.1 Students are proficient in the use of technology • NT.K-12.2 Students practice responsible use of technology systems, information, and software • NT.K-12.2 Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity • NT.K-12.3 Students use technology tools to enhance learning, increase productivity, and promote creativity • NT.K-12.4 Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences • NT.K-12.4 Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences • NT.K-12.5 Students use technology to locate, evaluate, and collect information from a variety of sources • NT.K-12.5 Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks • NT.K-12.6 Students use technology resources for solving problems and making informed decisions • NT.K-12.6 Students employ technology in the development of strategies for solving problems in the real world

Inquiry learning is a process of resolving a problem. Inquiry should involve the learner to be actively engaged, stimulates prior knowledge and encourages new questions and investigation. There is no right answer and it should be the result of the creation of something new that reflects the understanding of a concept.
 * 3- Inquiry Based Learning Definition**

|| ** Not Evident ** ** 1 ** ||  ** Partial ** ** 2 ** ||  ** Exemplary ** ** 3 ** ||  ** Score **  || More than 1 right answer  || Activity produces no /unclear answer || Only 1 answer is clearly presented  || 2 or more answers are clearly presented  || || Leads learner to build on prior knowledge   || Activity does not enable learner to learn from prior knowledge. ||  Activity leads learner to build on some prior knowledge of topic   || Activity leads and enables learner to build indicates knowledge acquired of topic in a meaningful manner  || || Encourages questioning and investigation  || Activity does not encourage questioning or investigation. ||  Activity encourages questioning and encourages investigation on a limited basis. ||  This activity actively encourages questioning and investigation. ||   ||  Encourages discussion  || Activity does not produce any meaningful discussion. ||  Activity produces a small amount of meaningful discussion. ||  Activity produces meaningful discussion continuously. ||   ||  Applies new knowledge  || Activity does not allow learner to apply new knowledge || Activity allows application of new knowledge on a limited basis. ||  Activity produces new knowledge that can be applied continuously. ||   ||