Cathy Wilkins
PV STEMNET Abstract of plan for implementing imaging technology into teaching
August 16, 20005
Problem: Natural History has always been a favorite topic of mine. However, integrating traditional subjectsr for a more complete understanding of an ecosystem, such as our Northern Woods, is quite a challenge. Although it is essential students obtain this information in order to make informed decisions on the health of our natural community; I believe, they do not often feel this urgency as much as I do. They are much more attuned to topics that they select, rather than that information which the teacher decides is important. While hiking along our varied trails a careful observer can learn a tremendous amount about the complexities of a forest ecosystem. A digital camera will help to document this information. Last Spring, digital Imagery was a powerful tool to get my students to want to delve into the drab skills required in taxonomy, document members of a community, and research the complex relationships in order to develop an understanding of our local Natural History.
Motivation:
Students love the activity and the dynamic learning that can take place outdoors and appreciate the ability to be in control of their learning. In addition, students love working with technological devices like a digital camera, computers and scanners and software tools such as power point. I intend to expand the use of digital imagery, as a tool to investigate the dynamics of a variety of ecosystems.
Approach:
Students set off in groups of two with a digital camera, notebook and the challenge to identify organisms within the community, a three-fold challenge, to research natural history and determine present status of the organisms. On the first day they are asked to take at least 20 photos and document time, location, and any other pertinent information. Technology classes over the next few days enable students to manipulate digital images and use them in a variety of software applications. Next the research serves to offer depth in understanding field biology. The ultimate goal is to produce a field guide to cover a specified area that will stand on its own as a community resource to inform citizens.
Conclusions:
This project incorporates technology into the content and also helps to enhance advanced biological concepts. The goal is to present an inquiry and project based technological model that will build an excitement in field biology, help students to master the competencies in the curriculum frameworks and enable students to master technological skills while developing a true understanding of the dynamics of our surrounding environmental community.