Google Sheets

Link to sample google sheet

Introduction
Google sheets is google's alternative to excel. It works particularly well for group assignments activities, as multiple can edit the sheet at one time. This will engage students as there is less need to for the traditional need to go and enter things on the teacher's computer or on the class whiteboard.

Instructions
Google spreadsheets can be easily acsessed and used if the user has a google account. The creator of the sheet simply needs to upload a link to the class online learning system (such as edmodo) and students can enter their own data. The blank google sheet looks like this:

The following activity is called "Genetic Roulette" and it starts students thinking about genes and heredity in stage 5. By entering their own traits and comparing that to the rest of their class, they are engaged in the task and will hopefully be able to relay this activity to the information they learn later on in the topic.

First, ask students to answer questions about traits they have. I have listed some example question below:

1. Can you roll your tongue?
2. When you fold your hands, does your right thumb or left thumb end up on top?
3. Do you have a cleft in your chin ?
4. Do you have free or attached earlobes ?
5. Is your second toe longer than your first ?
6. Do you have mid-digital hair on your fingers ?
7. Do you have a widow's peak?
8. Do you have thin, flat nails or curved nails?
9. What is your height measured in centimetres?
10. What is the length of your little finger on your right hand in millimetres?

Then, get student to enter their information on the class google spreadsheet (link above), a screenshot of which is shown below:

 Lastly, compare class results and get the students analysing the traits with question such as the following:

1. Identify which traits are continuous and discrete

2. Explain which traits are likely due to one gene or many genes working together

3. List five types of variation you see in humans

4. After examining the class data, draw a histogram to represent the range of heights in your class. Determine appropriate class intervals before constructing your graph.

Outcomes Covered

LW3 b. identify that during reproduction the transmission of heritable characteristics from one

generation to the next involves DNA and genes (ACSSU184)

c. identify that genetic information is transferred as genes in the DNA of chromosomes

WS5.1 Students identify data to be collected for an investigation by:
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments

SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate

SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data

WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data

Wordle

Homepage Link

Introduction
Wordle is a web app which allows the user to make "word clouds" based on words found in a block of text. This tool is excellent for students to use to find key words in a passage they are reading or to present the key ideas in an assessment task in a creative way.

Instructions
Click the link above to go to the wordle homepage. Click the create tab at the top

Next enter the text you wish to turn into a word cloud. Alternatively the URL of an RSS feed may be entered. Lastly, click the submit button to view your word cloud.

The word cloud below is based on a passage on climate change. An excellent use for wordle is as a way to start a class discussion or mind map based on the topics that come up relating to climate change. In this example, the words which come up are change, weather, past, climate, processes and conditions.

Syllabus Dotpoints
Stage 5
SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues
ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
c. evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity
d. discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or predictions in making decisions about contemporary issues involving interactions of the Earth's spheres

Exploratree

Homepage


Introduction
Exploratree is a web app which allows the user to create "thinking guides", diagrams or mindmaps to compile information in a visual way. There are a variety of different templates available to users that are grouped under headings like: map your ideas, explore, solve problems, analyse and different perspectives. Exploratree is a simple way to compile information that does not require a user to sign up. It is a great alternative to traditional mind maps done on a whiteboard as it allows the user to save and come back to the diagram. This can be useful for teachers gathering information for students or as a way for a student to submit their work in an assessment task.

Instructions
Exploratree is extremely simple to use and requires minimal knowledge of computers. A user can either create their own thinking guide or create one from scratch. To do this, the user clicks on their preferred option on the homepage, as shown below.

Once a template has been selected, it can be edited by simply clicking the "do it" button at the top of the editing page. To display work, click the "show it" button or one of the share links

Use in Class
Exploratree would be an excellent revision tool for HSC students looking to compare and contrast something. For example, the patterns in nature topic in the preliminary course calls on students to compare and contrast things, and this would be an excellent way to either present information as a small informal assessment task in class or as revision for the end of year exam. This can be done using the compare and contrast template shown below:

Outcomes Covered
8.1 13.1
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate formats to acknowledge sources of information
d) using symbols and formulae to express relationships and using appropriate units for physical quantities
e) using a variety of pictorial representations to show relationships and present information clearly and succinctly
8.3.4.2.1 compare the roles of respiratory, circulatory and excretory systems
8.3.4.2.2 identify and compare the gaseous exchange surfaces in an insect, a fish, a frog and a mammal
8.3.4.2.5 compare open and closed circulatory systems using one vertebrate and one invertebrate as examples

Socrative

Website (for teachers) and App (for students)

Introduction 
Socrative is an app which allows teachers to set quizzes for their students and get real-time results. An excellent tool to use during a revision lesson or at the end of class, socrative is an effective tool as it can be used as an informal assessment for the student or a tool to see how the class is going as a whole.

Instructions
Teachers

Click the website link above and create a free account.

Once on the teacher homepage or dashboard, click the "manage quizzes" tab at the top of the page

 Next, click the "Create Quiz" button and begin entering questions

Below is an example of a multiple choice quiz on organelles

Students

Download the app from the link above. Enter your name, room number and begin answering the questions the teacher has set!







The teacher then can view the class results.

Lesson Integration
Socrative is an ideal tool for informal assessment at the start or beginning of a lesson to either look at what the students have learnt during the lesson, what they have retained from last lesson or as a formative tool to see what they already know at the start of a lesson or unit. Following on from my example above, it is a great app for testing HSC students about a particular topic such as cells and microbiology.

When used like this, outcomes covered could include:
7.1.6.3.1 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism
8.3.1.2. identify cell organelles seen with current light and electron microscopes

Dipity

Click Here

Introduction

Dipity is an app which allows the user to create and present their own timelines. In doing this, students can get a visual representation of the time between events, and it allows them to consolidate their knowledge by putting it in a visual summary. This can be used over a variety of topics all the way from stage 4 to stage 6. This is because the student can add as much or as little information as they need to for a particular topic.

Instructions
Dipity is relatively simple to set up. Although creating an account is required the student can log in with Facebook or Google if they wish to, as well as signing up with their school email if they have one.


Next, simply click on the "Create a Timeline" button and the following screen appears:

Fill out the information for the title and information about the timeline, adding events and information as needed

The resulting timeline should look like this:

When one of the events is clicked on, the following information box pops up:

Outcomes Covered
One use of timelines in science is in stage 5 chemistry. Here, students need to have a working knowledge of different models of atoms and the discoveries that have been made over time. One way to show this is with a Dipity timeline as seen in the above screenshot. In class, students would be required to research the different models then summarise their new knowledge in a timeline.

SC5-16CW explains how models, theories and laws about matter have been refined as new scientific evidence becomes available
CW1 c. outline historical developments of the atomic theory to demonstrate how models and theories have been contested and refined over time through a process of review by the scientific community

Blogger

Get Started Here

Introduction
Blogger is a free tool which allows people to create blogs about a topic of their choice. Simple to use, this site has the potential to be used for both students and teachers.

If used for teachers, a blog around a particular subject or topic could be set up containing resources, activities, assessment tasks and more relating to the topic.

If used for students, there could be an assignment set up where students are required to make a blog detailing all the knowledge they have learnt and post the link to their teacher at the end of the task or semester. This way, the teacher could track a student's progress over time, looking at how consistently they've worked or how their understanding of a topic has improved over blog posts.


Instructions
A blogger account is relatively simple to set up, the individual just needs a Google account. To create a blog, simply click on the "new blog" tab on the homepage and type in your information.

Next, you can start posting. Simply click the "new post" button and you will be directed to a blank page that can be filled up with new information.

The post can be formatted using the tools at the top of the screen. This can be simple text formatting, adding pictures, hyperlinks or videos.

Lastly, tags or "labels" can be added on the right hand side in order to organise your posts better.

Then click the "Publish" button and the blog post can be seen on your new blog!

Outcomes and Applications
This would be an ideal app to use to present information to students studying something such as "The Search for Better Health" in stage 6, as this topic requires a basis of historical and social knowledge as well as biological knowledge of the immune system. All of the investigation topics in this area could be posted on the blog as a way of having all the information in one place. An example of the dot points covered in this way could be:

9.4.5.3.1 process, analyse and present information from secondary sources to evaluate the effectiveness of vaccination programs in preventing the spread and occurrence of once common diseases, including smallpox, diphtheria and polio
9.4.6.3.1 gather, process and analyse information to identify the cause and effect relationship of smoking and lung cancer
9.4.7.3.2 process and analyse information from secondary sources to evaluate the effectiveness of quarantine in preventing the spread of plant and animal disease into Australia or across regions of Australia
9.4.7.3.3 gather and process information and use available evidence to discuss the changing methods of dealing with plant and animal diseases, including the shift in emphasis from treatment and control to management or prevention of disease

7.1.1.3.1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

Gene Screen

Download Here

About
Gene Screen is an app which allows you to learn about genes, inheritance, mutations, dominance and genetic diseases.

This app is ideal for engagement as it allows students to investigate the genetic traits of their choice, or come up with a new trait if they can't find anything of interest. It has a focus on the frequency of various genetic diseases in the Jewish community, this allows for engagement of students from a wide variety of cultural backgrounds, as well as educating the class on the distribution of traits within a particular population as compared with a species as a whole. Furthermore, the "Map of Genetic Diseases" tab allows students to investigate where a disease is more commonly found, as well as closer information on the disease in general.


Instructions
First read all the "Learn About Genetics" tabs, so you have a good base knowledge of inheritance, population genetics, genetic diseases and genetic screening for diseases.






























Then, experiment with the way genetic traits can be passed down from generation to generation using the "Genetic Traits" tab. Choose three different combinations of parents genotype, mate them together and then copy your findings into your exercise book.



























Next, click on the "Map of Genetic Diseases" tab and pick a disease under the "by disease" tab. Once you've selected your disease, click the "Learn more about this disease" button and look at the genetic basis for the disease's inheritance.

- What are the symptoms of the disease?
- Is the gene dominant, recessive or something else?
- What work is being done to treat the disease?























Outcomes Covered

LW3 Advances in scientific understanding often rely on developments in technology, and technological advances are often linked to scientific discoveries. (ACSHE158, ACSHE192)

b. identify that during reproduction the transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
c. identify that genetic information is transferred as genes in the DNA of chromosomes
d. outline how the Watson-Crick model of DNA explains:
– changes in genes (mutation)

WS7.1 Students process data and information by:

b. selecting and extracting information from tables, flow diagrams, other texts, audiovisual

resources and graphs, including histograms and column, sector or line graphs

c. accessing data and information by using a range of appropriate digital technologies

WS8 Students solve problems by:

a. describing strategies to develop a range of possible solutions to an identified problem

e. using models to explain phenomena and make predictions