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I found this article very informative and easy to read. It broke down the nature of science into understandable components. This article highlighted the importance of understanding the nature of science in order to be an effective science teacher.

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When trying to describe the nature of science, it can be useful to think of science as a culture in just the same way that we think of the cultural worlds of art and music. We need to understand and talk art or music when we enter these worlds. In the same way, we need to be able to understand and t…

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EarthViewer - artefact for learning sequence

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EarthViewer - artefact for learning sequence

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This app has great potential to be used in Earth & Space sciences to enable students to explore the changes on earth. This app is free to download and requires the use of an iPad or iPhone. This resource could be used by students in the classroom to explore how the Earth's continents and oceans have changed over 250 million years. I would use this resource as an interactive introduction into the dynamic earth that would lead into plate tectonics. There is a section within this app that explores plate tectonics and there importance to the Dynamic Earth unit. This relates to the Year 9 content desciptor of "Recognising the major plates on a world map". This app could be used in the classroom to guide students towards inquiry questions related to the unit.

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What did Earth's continents and oceans look like 250 million years ago, or even 1 billion years ago? What do we know about the climate back when our planet formed? How has sea level changed since the melting of the last ice age and what does the future hold?

EarthViewer is like a time machine for exploring Earth's deep history. Based on the latest scientific research, it lets you scroll through the last 4.5 billion years with your fingertips. Follow a favorite landmark, be it Greenland or New York City, as its position shifts through time, or watch a famous fossil like Tiktaalik make an incredible journey from its origin to its current location. Layer your view of shifting continents with data on atmospheric composition, temperature, biodiversity, day length, and solar luminosity, to get a more complete view of our dynamic planet.

EarthViewer features include:

* Continental reconstructions and accompanying data dating back billions of years
* Sea level maps for the last 21,000 year and for 8,000 years into the future
* Global temperature maps for the last 100+ years
* Ability to manipulate the globe and zoom to any location
* Locations of modern cities tracked back over 500 million years
* In-depth features on major geological and biological events in Earth history
* Clickable details on geologic eons, eras, and periods
* Automated play modes
* Animations between globe and flat map projections
* Extensive reference list
* Suggestions for classroom use

The Howard Hughes Medical Institute (HHMI) is a non-profit medical research organization that ranks as one of the nation's largest philanthropies. HHMI's BioInteractive initiative opens a window on cutting-edge science through interactive web features, short films, virtual labs, and scientific animations. Since teachers play a pivotal role in launching the careers of future scientists and in helping the public understand the beauty and import of science, the BioInteractive team partners with the teaching community to create and distribute media that is engaging and relevant to the science curriculum.

This app has been updated by Apple to display the Apple Watch app icon.

NEW - Added iPhone Compatibility!

Bug

It's good but there's a bug where Australia appears somewhere near the North Pole around 1 billion years ago

One of best teachers learning apps.

Truly great effort to pit so much attention to dates, details, fossils, charts, knowledge. Basically summarises all the earth shows ever made, into an interactive app.

Overburdened

Based like 'Ancient Earth' Nos 1& 2 on Scotese's 'Paleomap reconstructions' and some climate data. This app allows you to follow continental drift and certain aspects of climate change from 540 million years ago to the present without having to reload. It has several other useful and interesting additional features as compared to 'Ancient Earth'. On the other hand, the climatic data is minimal, while the styling is cluttered and unappealing.

The developer, Howard Hughes Medical Institute, has not provided details about its privacy practices and handling of data to Apple. For more information, see the developer's privacy policy.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

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‎What did Earth's continents and oceans look like 250 million years ago, or even 1 billion years ago? What do we know about the climate back when our planet formed? How has sea level changed since the melting of the last ice age and what does the future hold?

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This screenshot is from the Australian Curriculum website. It outlines the science understanding content descriptors which is an essential point of reference when creating unit and lesson plans.

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Plate tectonics - artefact for learning sequence 

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Plate tectonics - artefact for learning sequence 

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This resource is an online, interactive game that enables students to explore how tectonic plates affect Earth. Students are able to select a marker that corresponds to a certain event (earthquake, volcano, fault line etc) and examine how plate tectonic are moving at that location. Students are asked which tectonic plate interaction (slip, spreading, collision or subduction) caused the disaster and are provided with a guided explanation of the answer. This tool could be used in the classroom for students to explore global features and events in term of geological processes and timescales which aligns with Year 9 Science Achievement Standards.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Science - How the Subject Works. file:///C:/Users/megan/Downloads/AustralianCurriculum%20(1).pdf

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Play this game to explore how plates affect our planet. 1. Click on an orange marker to explore a place on the map. 2. Examine how tectonic plates are moving there. 3. Answer the question and read more about it!

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This resource is an excellent source of inspiration for a summative task related to the Dynamic Earth unit. The resource outlines  a topic, inquiry questions and guiding questions that scaffold the research task. I would use this resource in the classroom to base a research task on. This resource links to the achievement standards as it involves students demonstrating their ability to analyse trends in data and identify relationships between variables. The structure of the task inspired by this resource would also require students to practice using appropriate languages and representations when communicating their findings and ideas.

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Volcanic eruptions are common in Hawaiʻi (Fig. 1)!

Fig. 1. Lava flows on the island of Hawai'i.
Image courtesy of

Where does lava come from?

Why do volcanic eruptions happen mostly on Hawai'i island?

How did the Hawaiian Islands form?

Guiding Questions:

1. What is the evidence that the land on earth is moving?

2. Where did the lava that formed the Hawaiian Island chain come from?

Activity:

Discover how geologic features form by modeling the slow movement of Earth's tectonic plates.
Note: This activity has Further Investigations below (an interactive game, crossword puzzle, and plate labeling sheets) to help solidify understanding of vocabulary.
Materials:
Part A. Model:

Deck of cards, or tangrams

Shaving cream

Small pebbles

Spatula or wooden spoon

Towels for clean up

Baking pan, tub, or wide bucket

Mesh mat or screen

Student Worksheet and Teacher Guide (attachment below)

This teacher guide follows the procedure written here and in the student worksheet with additional instructions and guidelines. We highly recommend starting this activity by introducing the Phenomenon, Inquiry, and Guiding Questions from the top of this webpage.

Recommendations:

This activity can be done using edible ingredients (like graham crackers or cookies for plates and cool whip or pudding for magma).

For the mesh or screen, a roll of 'no slip' shelf liner works well.

Map of Earth's plates overlay (attachment below printed on clear acetate)

Extra sheet of clear acetate

Dry erase markers

World map showing seafloor features (attachment below)
(Note: this is more effective when printed in color)

Recommendations:

There are two ways to do the map activity:

1. Print the map of Earth's plates on clear acetate so that it can be placed over the world map, or

2. Print the map on plain paper and cut out each of the plates. Students can then try to connect the plates back together on top of the world map with seafloor features. (Note: You may also laminate the map of Earthʻs plates before cutting and then use the plates instead of cards or tangrams in the model portion of the activity.)

Procedure:

Part A. Prepare and Explore Your Model

1. Follow your worksheet to set up and conduct your trials.

2. Squirt a layer of shaving cream into the bottom of the pan or tub (Fig. 2).

3. Use your spoon to flatten the shaving cream so it's evenly distributed.

4. Gently place two of your plates on top of a pile of magma (shaving cream) so that they form a rectangle.

5. Conduct your trials.

1. ​Before testing the plate movements, describe what you think will happen when you pull the plates apart.

2. Very slowly, push down and gently slide the two plates apart.

3. Record what happened on your worksheet.

1. ​Clean your plates and place them back on top to form a rectangle.

2. Describe what you think will happen when you push one plate under the other.

3. This time, push one plate down and under the other plate.

4. Record what happened on your worksheet.

Trial #3: Transform Fault Movement

1. ​Clean your plates and place them back on top to form a rectangle, this time leave a small space between the plates.

2. Push down on the plates so a bit of magma comes up between.

3. Put a few small pebbles on the magma in between the plates.

4. Describe what you think will happen when you slide the plates in opposite directions along side each other.

5. Gently slide the plates in opposite directions along side each other.

6. Record what happened on your worksheet.

Trial #4: Island Chain Formation

1. Set aside the model of convergent and divergent plates to prepare a new model for island chain formation.

2. Using the mesh material (remember, this also represents one of Earth's plates), hold it flat and free from any surface.

3. With help from another partner, hold the can under the plate and point it upwards (Fig. 3).

4. Describe what you think will happen when magma (shaving cream) squirts upwards through the plate (mesh material).

5. Gently squirt a small amount of magma three times (stay still as you squirt the can!) and slowly move the plate after each squirt.

6. Record what happened on your worksheet.

7. Challenge: see if you can recreate the Hawaiian Island Chain!

Part B. Compare your model to a map of Earth's features

1. Using what you've learned in this experiment, take out the world map, clear acetate sheet, and map of Earth's plates overlay (printed on clear acetate).

2. Look at the world map and see if you can identify any plate boundaries where convergence, divergence, or transform movement may occur. (hint: start by looking in the middle of the Atlantic Ocean)

3. Place the clear acetate sheet on top of the map.

4. As best as you can, trace the plate boundary in the middle of the Atlantic ocean.

5. Continue tracing areas that you think are potential plate boundaries.

6. Place the map of Earth's plates overlay in between your trace layer and the map to compare what you've traced with the official plate boundaries.

7. Continue tracing plates, using the map and plate overlay as a guide.

8. Record your observations on your worksheet.

Activity Questions:

1. Name one thing you have learned about Earth's features from this activity.

2. Where do earthquakes generally occur?

3. Are the Hawaiian Islands on a plate boundary?

4. Why does Hawai'i have more volcanic activity than some other locations on Earth?

5. What is a hot spot?

6. How did the Hawaiian Islands form?

Further Investigations:

Click on the attachments below to complete the plate tectonics crossword puzzle!

Practice your vocabulary by labeling the parts of the different plates.

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Volcanic eruptions are common in Hawaiʻi (Fig. 1)! Fig. 1. Lava flows on the island of Hawai'i.Image courtesy of Where does lava come from? Why do volcanic eruptions happen mostly on Hawai'i island? How did the Hawaiian Islands form? What is the evidence that the land on earth is moving?

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Teaching Science to High School Students 

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Teaching Science to High School Students 

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This resource describes a number of teaching strategies that are best suited to engaging high-school students in science. The resource thoroughly explains why the chosen strategies are well suited to science and the age range of high school students. I believe this resource could be used to assist science teachers in developing a pedagogy map.

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A KWL Chart is an interactive graphic organizer that allows students to take control of their own learning by organizing existing background knowledge before, during, and after a lesson, chapter, or learning that takes place from using a science kit....

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Teaching Science to High School Students - Strategy & Tips

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A KWL Chart is an interactive graphic organizer that allows students to take control of their own learning by organizing existing background knowledge before, during, and after a lesson, chapter, or learning that takes place from using a science kit....

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This resource clearly explains the links between SAMR and Bloom's taxonomy and how these frameworks can be applied to teaching to improve student learning. I found this resource useful as I have struggled to understand the coupling of Bloom's Taxonomy and the SAMR model in the past.

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For teachers just starting out with educational technology, the task at hand can sometimes seem daunting. Even though tools such as the SAMR model can help, the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals.

The approach below is designed to help overcome this barrier, and is inspired in its form by Alexander's notion of Design Patterns -- a clearly structured solution to a recurring design problem -- which has been applied to education scenarios by Bergin et al. While it is not laid out exactly as a design pattern would be, it nonetheless provides a framework that a teacher could use in similar fashion.

The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom's Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). In turn, within each grouping a similar ordering occurs -- e.g., Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on. The following diagram illustrates this association.

This coupling of the SAMR model and Bloom's Taxonomy has several desirable outcomes:

The already-familiar drive to reach the upper levels of Bloom's Taxonomy now also acts as a drive to reach the upper levels of SAMR;

The approach outlines a clear set of steps that help guide the introduction of technology in the classroom;

Finally, the approach helps avoid pitfalls of self deception -- i.e., assuming that a particular task is at a higher level in either the Bloom or SAMR sense than it actually is.

Avoid epic fails and get the most out of technology.

It is important to realize that this association between SAMR and Bloom's Taxonomy is not a necessary -- or even habitual -- coupling. Thus, it is possible to use extremely powerful redefinition-level approaches to make certain types of memorization tasks possible; conversely, it is also possible to undertake novel create-type tasks that only make basic substitution/augmentation use of the technology. Additionally, far more complex couplings between SAMR and Bloom are possible, involving convergent/divergent branchings, oscillations between levels, skipping of some SAMR levels, etc. Nonetheless, the simple structure described above is well suited to beginning practitioners' needs, and even retains usefulness for more experienced faculty.

In addition to the integration of SAMR and Bloom described above, two more ingredients are necessary for the best results:

a clear motivation for the change -- the best results are obtained when a teacher has a strong reason for changing existing practice that is independent of the introduction of technology.

a clean app flow, designed to move through the tasks, that is as simple as possible, avoiding needless complexity -- e.g., in transferring work products from one app to the next.

Finally, let's look at an example of this approach in practice. In this example, we will set up a general pattern for math activities, where the motivating factor is to take math instruction from a mode where -- to use Richard Skemp's words -- instrumental understanding dominates (how) to a mode where relational understanding is primary (how and why). This shift in math instruction can be seen in changes in curricula worldwide, and is crucial to students' capacity to use -- and enjoy -- the math they have learned in the world outside the classroom. In the interest of making the example more tangible, the context will be a course in introductory statistics, although the general pattern is readily applicable to other math courses.

1. Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures.

2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.

3. Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the "back of the book," but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.

4. Modification/Analyze: The students also apply similar problem-solving approaches to questions raised in the materials they found in 2. In doing so, they will reconstruct the reasoning of the original authors, and verify -- or disprove -- their conclusions.

5. Modification/Evaluate: Students now select a subset of the materials studied in 4. for further critique and/or development, using GeoGebra as their primary analysis tool. Via a blog, they explain this work to fellow students, and invite their feedback to refine both the clarity of their explanations and the focus of their work.

6. Redefinition/Create: Students refine their blog post into a short digital video project, with the goal that it will be used as part of instructional materials in subsequent years.

Photo " sky puzzle" by Jared Tarbell. Used under a CC BY 2.0 license.

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SAMR and Bloom's Taxonomy: Assembling the Puzzle | Common Sense Education

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Find out how you can use technology to engage students in rich learning experiences.