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9 - 12

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Google Earth Bathymetry

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3.3.10.A1

How and why is Earth constantly changing?

Develop a three dimensional model to illustrate how Earth’s internal and surface processes operate to form continental and ocean floor features.

3.3.12.A1:

Construct explanations using the theory of plate tectonics for patterns in the general trends of the ages of both continental and oceanic crust.

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Objectives:

Compare and contrast different methods for mapping the sea floor

Use satellite data to explore the shape of the sea floor

Describe the basic pattern of sea floor bathymetry

Compare various ocean provinces (continental margins, deep ocean basins, etc.) and describe what processes control the shape of the sea floor in different regions

Hypothesize different ways in which the shape of the sea floor may impact physical and biological processes in the ocean.

Tasks:

Gather laptops

Start up (they take some time)

Pass out differentiated packets determined from their pre-test scores.

Review the tasks and goals of the three parts in the activity.

Go over expectations for each day.

Everyone log in laptops, load Chrome, travel to Schoology, find Unit 6, find Assignments, then Bathymetry Lab, and click the First Link. (the link takes them to a direct file I have embedded through NOAA which will automatically open Google Earth Pro with the Satellite Altimetry map.

Explain that students are looking at the current mapping of the ocean floor, so if we could drain the oceans, this is what it would look like.

Demonstrate how to move around (double click to zoom in, click and hold the mouse of the Earth and drag to move it.

Have students work with their groups to answer their packet.

Materials:

Laptop Cart with 30 Laptops – Charged

Packet on Bathymetry with instructions – 1 per student

WiFi

Pens/ Pencils

Students arranged in groups based upon pretest scores.

Plan:

Activator: Review over Ocean Floor Features: Matching

Find the person who has your picture or description.

Sit together

How do Oceanographers map the ocean floor?

Teaching:

Break into groups.

Load computers.

Introduction lesson.

Log into Schoology

Practice with Google Earth

Float around and provide guidance as needed.

Summary:

$2 summary, “why would an oceanographer prefer to use satellites compared to S.O.N.A.R. to map the ocean floor?” (every word is worth 10 cents and must add up to at least $2).

Introduction:

Two days leading up to the lab students took notes about the features of both the continental margin and the ocean basin. They watched video clips of “Drain the Oceans” a series that looks at how oceanographers map the ocean floor. In the clips, students were able to see the 3D structures of the oceans floor, and the structures were compared to some of the tallest buildings on Earth. Students also learned about some of the “old fashioned” ways we use to map the ocean floor, like during WWII, we used S.O.N.A.R. to map the floors. The only drawback to using S.O.N.A.R. is it only reaches down so far in the ocean, past a certain depth the images are blurry and it’s difficult to read.

Students are prepped for the lesson in advanced. I’ve used Google Earth Pro several times in class to show them the more difficult features to identify, (i.e. the continental self, the continental rise, the guyots and seamounts, etc.) They are allowed to use the worksheets we’ve created in class to help them identify any object they’re not 100% sure about. They’re also familiar with how the data on Google Earth is recorded by satellite. It’s called “mowing the lawn,” where a satellite moves back and forth over an area several times, kind of like a printer, until it’s measured every inch and then moves onto the next area.

Student Tasks:

Students will start their laptops

Log into Windows

Load Chrome

Travel to Schoology, log in Find Unit 6: Oceanography Assignments  Bathymetry Lab

The link auto loads Google Earth Pro with the NOAA application.

Follow the directions in the lesson.

Work with classmates to compare the Pacific Ocean to the Atlantic Ocean.

Identify features that are found in both (similarities and differences).

Collaborate and time manage.

During the Lesson:

Students will compare both oceans for similarities and differences.

Students will use Satellite images (Bathymetry) the same way as oceanographers do to measure and identify features in the oceans.

Students can only collaborate with their group and need to report their answers.

Following the Lesson:

We’ll wrap up that day with the summary.

The next day, we’ll jump back into Part 2 or Part 3.

We’ll practice using the ruler tool in Google Earth by having students measure the distance from the High School to their homes (or another location).

Evaluate what was learned:

The summary each day is meant to spot check what they’re learned for that specific day.

Ultimately students have a test where I actually pull the images from Google Earth that students created and analyzed and put them on the test.

That’s a true evaluation of what was learned because after the activity, we learn about currents and tides, so there’s a gap where the Bathymetry Lab is not fresh in their minds.

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9-12 grade

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How will 1:1 Laptops Enhance Student Learning? 

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How will 1:1 Laptops Enhance Student Learning? 

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I am requesting 30, 1:1 laptops for my classroom. The individual laptops will provide my students with the ability to learn from home and at school; at their own pace, and without the burden of partnership. According to the Pennsylvania Standards Aligned System, high school science students should be able to

construct explanations using the theory of plate tectonics for patterns in the general trends of the ages of both continental and oceanic crust; and develop a three dimensional model to illustrate how Earth’s internal and surface processes operate to form continental and ocean floor features. In order to meet this standard while meeting the ISTE Educator Standards of the Facilitator: 6a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings; 6b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field; and 6d: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections; my students need to have their own computers in and outside of the classroom. As with all school districts, mine is unique. We have a student population with access to computers at home, but not internet. We have students with access to internet, but not a powerful computer (many are using the WIFI for cell phones, or tablets), or we have students who are without both resources. Students need 21st century skills before they hit college, and those skills cannot be practiced and fostered without a laptop for every student in my classroom.

Thank you,

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Evaluation of Website: Schoology & Google Earth Pro

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Evaluation of Website: Schoology & Google Earth Pro

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Schoology is a LMS used at my district. The LMS allows myself as the teacher to build curriculum and design lessons for distance learners. Not only would my students need laptops to complete assignments, but they would need laptops to access notes, tests/quizzes, and assignments from Schoology. I also have review games for their final and midterm, as well as videos and links to simulations to practice the concepts we learn in class.

Google Earth Pro is a platform that I use on the regular with all grade levels across all science content. Google Earth allows the student to be in control of their learning, and to manipulate variables within a lesson. I chose Google Earth for this particular Bathymetry project because it helps the students understand that satellite technology is how oceanographers map the ocean floor, and the oceans are much deeper than they realize. The Google Earth modifier that the students download from Schoology is put together by NOAA (the National Oceanic and Atmospheric Administration) and contains data from the JASON-1 satellite.

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ALL LESSON CONTENT AND ACTIVITIES CAN BE FOUND IN GOOGLE CLASSROOM.

1. To access this content follow the link.  It will prompt you to sign in using a google account.

2. If you do not have an account, I suggest creating one using your Kutztown email for example I am lkeif1680@gmail.com

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ov2v4e9

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Can you give me your gmail address?  I'll invite you to the google classroom through that .

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Learning to Use Technology in the Classroom

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Learning to Use Technology in the Classroom

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Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences

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CC.8.5.11-12.J By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Science and Technical Subjects
C.C.3.6.11-12.B In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

English Language Arts
Standard - CC.1.4.11-12.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Empowered Learner
d.  understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Digital Citizen
c. demonstrate an understanding of and respect for the rights of using and sharing intellectual property.

Knowledge Constructor
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

Creative Communicator
b. create original works or responsibly repurpose or remix digital resources into new creations.
d. publish or present content that customizes the message or medium for their intended audiences.

Global Collaborator
c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively towards a common goal.

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GUYS, OPEN UP THE GOOGLE SLIDE PRESENTATION I STARTED FOR THE LESSON.  IT LOOKS LIKE THAT'S WHAT ALL THE EXAMPLES SIMS PUT UP WERE IN THAT FORMAT.  I CREATED AN INTRO- ADD TO IT IF YOU WANT, AND MAKE SLIDES FOR ALL YOUR PART OF THE PROJECT.  PUT IN LINKS TO ALL YOUR STUFF.  I ALSO PUT IN A LINK BACK TO THE GOOGLE CLASSROOM WHERE I SET UP MY LESSON PLAN IN THE CLASSWORK TAB.

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GUYS, OPEN UP THE GOOGLE SLIDE PRESENTATION I STARTED FOR THE LESSON.  IT LOOKS LIKE THAT'S WHAT ALL THE EXAMPLES SIMS PUT UP WERE IN THAT FORMAT.  I CREATED AN INTRO- ADD TO IT IF YOU WANT, AND MAKE SLIDES FOR ALL YOUR PART OF THE PROJECT.  PUT IN LINKS TO ALL YOUR STUFF.  I ALSO PUT IN A LINK BACK TO THE GOOGLE CLASSROOM WHERE I SET UP MY LESSON PLAN IN THE CLASSWORK TAB.