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Activity: With the use of secondary sources, students i n groups of four are to compile an online database on the components of the universe. There database must contain the description and location within an appropriate scales. The completion of class databases will be publicly displayed allowing students to have own access to different components of the universe.

Domain: Knowledge and Understanding

Outcome 4.9: A student describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe.

Content 4.9.2: Components of the universe

a)   Describe some major features of the universe, including galaxies, stars, nebulae and solar systems

b)  Use appropriate scales to describe differences in sizes of, and distances between, structures making up the universe

Domain: Skills

Outcome 4.17 Evaluates the relevance of data and information

Content 4.17 Processing information

d) Organise data using a variety of methods including diagrams, tables, spreadsheets and databases

Outcome 4.18 With guidance, presents information to an audience to achieve a particular purpose

Content 4.18: Presenting information

b) Select and use an appropriate medium to present data and information

e) Use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly.

Grubba provides a space for students to create an online database, creating fun facts upon the relative unit of work. This activity will encourage students to develop database skills by familiarising functional applications while designing their databases. As a team students can compile relevant information to display publicly.

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The free online database for home and office.

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The free web based online database for home and office. Create and manage your own database in minutes.

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Activity: As a class students are to compile an online phenotype profile frequency histogram, highlighting the concept of variation within a population. Students must first compile phenotypes to observe when asked to circulate around the room. After collecting the data, the class will graph the results into an online web 2.0 tool blog.

Domain: Knowledge and Understanding

Outcome 5.8:  A student relates the structure and function of living things to models, theories and laws.

Content 5.8.2  The Watson-Crick model of DNA

e) Identify the role of genes and environmental factors in determining the features of an organism.

Domain: Skills

Outcome 5.17 Processing information

a) organise data using a variety of methods including diagrams, tables, spreadsheets and databases

f) identify trends, patterns, relationships and contradictions in data and information

Outcome 5.18

b) select and use an appropriate medium to present data and information

e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly

f) select and draw the appropriate type of graph

This activity will allow students to interact with each other to accumulate observable features.  Kid’s Zone Create A Graph can be used to illustrate the frequency of students observed with a specific trait.  From this activity, students will discuss the similarities and differences of each individual trait observed from each other.  This activity will successfully engage students, as they are able to accumulate results in an interactive and dynamic fashion. Kid’s Zone has successfully provided easy steps, clues and feedback for students to successfully identify and create the correct graph.

URL: http://nces.ed.gov/nceskids/createagraph/default.aspx

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The NCES Kids’ Zone provides information to help you learn about schools; decide on a college; find a public library; engage in several games, quizzes and skill building about math, probability, graphing, and mathematicians; and to learn many interesting facts about education.

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Activity: Students are to design crossword puzzles in relation to everyday practices of electrostatic force.

Outcome 4.6:  A student identifies and describes energy changes and the action of forces in common situations.

Content 4.6.8: Electrostatic force

a) Describe ways in which objects acquire an electrostatic charge

b) Identify everyday situations where the effects of electrostatic forces can be observed
Puzzlemaker is a web 2.0 tools which allows students to create online crosswords, puzzles and word searches related to scientific key points. Puzzles appeal to student’s cognitive drive to solve problems. This will engage students to productively stimulate cognitive memory.
URL:http://www.discoveryeducation.com/free-puzzlemaker/CFID=69705475&CFTOKEN=3617142

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Activity: Students are to attempt a virtual experiment counting the number of light and dark peppered moths in the forest before and after the industrial revolution era. Students are to tabulate the data by creating a spread sheet helping them to calculating the percentage of moths within the different periods. Students are required to use format commands on spread sheets to calculate their percentages.
Domain: Knowledge and Understanding
Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

Content 5.8.3: The theory of evolution and natural selection

b) Relate natural selection to the theory of evolution.

Domanin: Skills

Outcome 5.17 Processing information

a) organise data using a variety of methods including diagrams, tables, spreadsheets and databases

f) identify trends, patterns, relationships and contradictions in data and information

Outcome 5.18

b) select and use an appropriate medium to present data and information

e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly

f) select and draw the appropriate type of graph

Virtual experiments provide an engaging activity alternate to generic worksheets as students are able to actively imitate experimental protocol. This activity will encourage utilisation of spreadsheets and inspire more experimental investigations.

URL: http://www.techapps.net/interactives/pepperMoths.swf

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Activity: Students must produce an online narrative, featuring a specific food group. Within their narratives they are required to describe the molecular compounds within different parts of the digestive system after the consumption of food.

Outcome 4.8: A student describes features of living things.

Content 4.8.5 Humans

a)  Describe the role of the digestive, circulatory, excretory, skeletal and respiratory

systems in maintaining humans as functioning organisms.

This simulation provides a step-by-step explanation of how the digestive system works after consuming different types of food sources. Students will be able to explore the molecular compounds after the break down of foods. This will intrigue them to ponder on their daily food consumption. Through the interactive animation, students can explore the specific parts of the digestive system and allow them to be more familiar with their own body system.
URL: http://kitses.com/animation/swfs/digestion.swf

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Simulation #4 -   Compounds and mixtures 

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Simulation #4 -   Compounds and mixtures 

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Activity: Students are to design an animation discussing the components of food. Student will determine specific separation techniques.  Within their animation, students must outline their chosen separation procedures. Completed animations will be uploaded on the school discipline site.

Outcome 4.7:  A student describes observed properties of substances using scientific models and theories

Content 4.7.5:  Mixtures

a) Identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography, evaporation, condensation, crystallisation and magnetic attraction are appropriate to separate components of a mixture.

This interactive animation illustrates separation techniques of compounds and mixtures. This simulation provides engaging stimuli as it illustrates the dynamics of chemical bonding between atoms. Through the use of vibrant colours and audio narrations, students are able to follow through a step-by-step story.
URL:http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/

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Activity: Students are to follow the instructions to complete the replication of DNA.

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

Content 5.8.2: the Watson-Crick model of DNA

a)  Explain the advantages of DNA replicating exactly

This online simulation provides vibrant and dynamic interactions of students to match the corresponding nucleotides to the single strand DNA. This simulation provides achievable instructions for student to successfully complete the task. It introduces the importance of DNA replication as an active game. This will engage students to utilize their problem solving skills to complete the replication of DNA.
URL: http://www.pbs.org/wgbh/aso/tryit/dna/indext.html

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Activity: Individually students are to view this animations and summaries the key definitions. After completing the students are to devise into a group of four to apply similar principles to everyday life.

Outcome 5.6: A student applies models, theories and laws to situations involving energy, force and motion.

Content 5.6.4: Light energy

a) Distinguish between the absorption, reflection and refraction of light and identify everyday situations where each occurs.

This animation distinguishes between light absorption, reflection and refraction through everyday situations. This animation will facilitate students to broaden their scientific discoveries and promote building relationships to everyday situations. Students are to illustrate and present their versions of light energy in everyday situations. In addition students will need to interpret other peer group’s illustrations by identifying the absorption, reflection and refraction of light. This will provide inspiration to working collaboratively and initiate discourse.

URL: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light-absorb-reflect-refract.htm

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Simulation #1  1.  Cell structure and Function 

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Simulation #1  1.  Cell structure and Function 

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Activity: Through the aid of the interactive animation, students will tabulate the cell’s key cell components and its function. After completing the task for both plant cell and animal cell, students will compare and contrast cellular features of two types of cell in a table format.

Outcome 4.8: A student describes features of living things.

Content 4.8.1: Cell theory

b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast.

Students are accompanied through a interactive step-by step narration of the cellular components. Realistic graphic designs captivate students and enable students to actively engage in investigating cellular features.
URL:http://learn.genetics.utah.edu/content/begin/cells/insideacell/

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Activity: Students are to answer online quizzes polls on properties of substances in relation to cooking. Students will distinguish between chemical reactions taking place within the kitchen.

Outcome 4.7: A student describes observed properties of substances using scientific models and theories.

Content 4.7.6: Compounds and reactions

b)  Identify when a chemical reaction is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance

Students are to complete quiz polls as a class to commence discussion.  Student’s answers will be polled anonymously, allowing students to participate without the fear being embarrassed if they were to get it wrong . Also this activity relates heavily to everyday practices of students lives.This web tool provides feedback responses to individual student’s background knowledge. As a whole, students will engage in an interactive activity in class to aid peer knowledge.

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Online survey software - conduct your customer surveys and polls with Polldaddy | Polldaddy.com

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Create stunning surveys, polls, and quizzes in minutes. Collect responses via your website, e-mail, iPad, Facebook, and Twitter. Generate and share easy-to-read reports.

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Activity: In groups of four, students are in a V8 motor conference to discuss building faster cars. Students are to design a new car model for the upcoming V8 races. Within their presentation students must explain their designs and convince possible suggestions for constructing their particular car.

Outcome 5.6:  A student applies models, theories and laws to situations involving energy, force and motion.

Content 5.6.2:  Newton’s Laws – motion

a)  Describe qualitatively the relationship between force, mass and acceleration.

d)  analyse qualitatively common situations involving motion in terms of Newton’s Laws

This activity will engage students through their interest of cars and motor vehicles, particularly within unisex boy schools. This web 2.0 tool provides an online interactive space to incorporate student-centered learning. This dynamic zoomable canvas creates visually engaging presentations which extend beyond generic presentations. It allows students to publicly present their ideas Students are able to present their designs to peers and engage in a discussion upon their designs.

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Activity: Students are to create an online poster educating peer students on infectious diseases. In pairs students are to present on different specific infectious diseases within the society. Students must incorporate the causes, symptoms treatment and prevention of their chosen disease. Students must present their poster to a chosen infectious diseases campaign to inform students on their disease.

Outcome 5.8:  A student relates the structure and function of living things to models, theories and laws.

Content 5.8.4  Humans

a) Describe some responses of body systems to infectious and non-infectious diseases.

Glogster allows students to incorporate multimedia simulations to engage students understanding. Due to its online format, teachers and fellow students can comment and pose questions regarding the poster. Infection and diseases has become a controversy within society and students life. Student’s relations to everyday life pheromone will engage students to science learning objectives. This activity will provide closure to student’s curiosity of diseases and infections, as students have most likely been sick.

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Services provided by Glogster.com have been temporarily disabled for operational reasons.

We are in the process of disabling all recurring payments, but we do recommend that you contact your bank or credit card company directly to halt them.

We would welcome the opportunity for investors who are interested in partnering with Glogster to contact us so that we are able to resume providing services to our customers who we have proudly served since 2008. Interested investors may contact the Glogster team here.

We apologize for the inconvenience that we know this disruption in service will cause and we hope to have Glogster back up and running better than ever in the near future. Thank you for your support over the last 14 years.

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Services provided by Glogster.com have been temporarily disabled for operational reasons. We are in the process of disabling all recurring payments, but we do recommend that you contact your bank or credit card company directly to halt them.

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Activity: Students are to construct a dynamic timeline on the progression of modern technology.Students must describe the gradual phone advancements and how it has influenced on society’s culture during that era.

Outcome 4.12:  A student identifies, using examples, common simple devices and explains why they are used.

Content 4.12: Technology

a)  Identify that technologies make tasks easier or more convenient

Technology has continued to influences society’s culture, students are continuously fascinated within new developments of technology. This activity will help engage students to relate scientific principles to everyday life experiences. Timetoast provides an interactive and organized time frame that displays information to an event. Students are able to engage within an interactive visual stimulus to present relationships and connections between key events. Timetoast enables various multimedia uploads into the timelines. This will facilitate students to accumulate secondary resources to complement their virtual timeline.

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Why you should use a timeline

Engage with interactivity, animation and beautiful design.

Focus on what is most important and communicate key moments.

Enhance comprehension by providing the context to fully understand the story.

Experience history in a way that connects the dots and puts things in perspective.

Our timeline maker makes it a breeze to make a timeline, from ancient history to the far-off future.

View your timeline in both horizontal and list modes. It works on just about any device and of course it's super quick to update online.

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You can create additional users and groups to work together to paint the complete picture.

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Why you should use a timeline Engage with interactivity, animation and beautiful design. Focus on what is most important and communicate key moments. Enhance comprehension by providing the context to fully understand the story. Experience history in a way that connects the dots and puts things in perspective.

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Activity: Students are to create an animation describing changes in compounds and the reactions involved in cooking.

Outcome 4.7: A student describes observed properties of substances using scientific models and theories.

Content: 4.7.6: Compounds and Reactions

b) Identify when a chemical reaction is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance

c) Distinguish between compounds and mixtures.
Powtoon is online program that allows students to create animated presentations online. This activity highlights the notion of collaborative learning as students are divided into groups of four to narratetheir experimental findings. Powtoon provides an alternate opportunity to narrate their understanding of everyday scientific events to peers. This will motive students to engage in directed task.

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Powtoon | Create Awesome Videos Yourself

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Make videos in minutes with Powtoon. Use our library of styles, characters, backgrounds and video, or upload your own! Free. Easy. Awesome. Sign up today!

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Activity: Students will brainstorm words associated with the components and functions of the human digestive system.

Outcome 4.8: A student describes features of living things.

Content 4.8.5: Humans

a) Describe the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms.

Tagxedo is an enervative form of word cloud generator. It incorporates various individual words into a picture. This will stimulate and engage students through both visual and cognitive configurations. Tasks completed from tagxedo will aim to encourage students to construct associations with personal experiences to scientific objectives.  Students are able to compare and contrast individual word images with fellow student to broaden their understanding.  This will encourage student to interact peer discourse. Tagxedo will provide support to initiate the learning objective and allow students to be more familiar to the concept.

URL: http://www.tagxedo.com/

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Activity: Students will create a comic book illustrating the concerns of depleting natural resources of water. The comic will suggest preventive implications to reduce the use of water sources within the community. After completion of the task students will present their comics to their peers.

Outcome 5.10:  A student assesses human impacts on the interaction of biotic and abiotic features of the environment.

Content 5.11.1  Energy resources

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving protecting and maintaining the quality and sustainability of the environment.

Graphic novels and comic books deliver significant appeal to all stages of students. Students can design their own graphic novels to portray and share scientific concepts. Comic Master provides interesting background, characters and props to customize student’s illustrations of learning outcomes. Students are to illustrate comic addressing global issues affecting natural systems. This activity provides students with an opportunity to creatively display their research findings and effectively communicate to peers.

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Activity: Students will narrate an online digital story, highlighting evolution of life.  Students will portray the geological history of the Earth and examples of fossil records over which life has been form.

Outcome 5.9:  A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time.

Content 5.9.4:  Natural events

c) Relate the fossil record to the age of Earth and the time over which life has been evolving

This web 2.0 tool is a digital scrapbooking tool; it provides an inspiring activity for students to develop their own perspective upon scientific content. Mixbooks employs exciting online digital narratives, where students can narrate their own stories. The use of colourful and dynamic applications invites students to portray their understanding on a scientific concept. This application provides an alternate source to traditional writing reports. Students can work collaboratively ebook to develop their understanding and incorporate different ideas. Completed stories are able to be shared amongst peers online.

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Photo Books, Photo Cards, Scrapbooks, Yearbooks and Calendars

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Our editor gives you the creative freedom to fully customize your design - it's free, fun, and easy to use on any device. From backgrounds to stickers, to text boxes that you size to fit your project, to uploading pictures and placing them where YOU want. It's really fun and VERY user friendly.

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Activity: Students will utilize their artistic skills to develop an advertisement to inform about the depletion of resources and encourage energy efficient implications.

Outcome 5.11:  Student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

Content 5.11.2: Waste from resource use

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment

Smore is a web 2.0 tool which explores practical and visual aspects of students to create flyers. Flyers can be used to inform ongoing scientific concerns within the society. Creativity sparks productive learning and introduction to new ideas and concepts. Smore inspires students to become more active within societal concerns. As this will encourage learners develop scientific relations with everyday practices.

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Smore | Communicate effectively with interactive school newsletters

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Cut through the noise and communicate effectively with Smore. Create interactive newsletters that parents and staff actually read. Get started with free school newsletter templates.

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Activity: Students are situated on the HMS beagle alongside with Charles Darwin. Students are to write a series of journals entries describing their journey around the coast lines of South America. Within the entries, students must describe key events which lead to Charles Darwin’s theory of evolution and natural selection. Journal entries will be posted up on Edublogs.

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

Content 5.8.3: The theory of evolution and natural selection

b) Relate natural selection to the theory of evolution.

Edublog provides interactive space for students to reflect and document their work after an activity. Students are able to use Edublogs to report and update their finds daily. It can be use to describe their observations and personal reflections upon their experiments. Educator can communicate to their students more efficiently by providing feedback instantly. Through the utilization of this Web tool, learners are able to see gradual developments of their results from the task. Furthermore students are able to comment and rate their peer experiments. This will motivate students to continue to engage in scientific literary by forming peer discussions.

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Share, collaborate, build, and learn.

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Use our easy invite codes and class management tools to get started. And most importantly, it's free!

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Safe

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Leave private teacher feedback, easily embed videos and other work, and build community.

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Share, collaborate, build, and learn. Use our easy invite codes and class management tools to get started. And most importantly, it's free! Our content filters, moderation options, and multiple privacy tools keep everyone safe. Leave private teacher feedback, easily embed videos and other work, and build community.

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Activity: An ideal application of Mindomo can be implicated through classroom discourse on the effect of global warming. Students are to identify possible causes of the green house effect and the preventive strategies implements within society.

Outcome 5.11:  Student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

Content 5.11.2: Waste from resource use

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment

This web 2.0 toolallows students to create online dynamic mind maps to conceptualize ideas. By utilising Mindomo, students are able to build scientific concepts through a visual aid. Mindomo provides vibrant and interactive visual manipulations to engage student learning. Furthermore it is facilitated through an online server allowing students to change and maneuver the designs and layout of the mind map. Therefore engage student learning and encourage participation in class discussions. This web 2.0 tool will facilitate individual critical learning within a collaborative working environment to develop new ideas and build connections.

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Mindomo - Collaborative Mind Map Software

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Create mind maps, concept maps, outlines and Gantt Charts to improve your thinking and learning. Web, Desktop, iOS, Android. Mind map with us for free!