INTERNET RESOURCES for MATH AND SCIENCE EDUCATORScsun.edu/~sso38492/Internet_resources.pdf · or science lesson plans that you can be used to teach to this standard. Paste the lesson

Internet Resources - 1

INTERNET RESOURCES for MATH AND SCIENCE EDUCATORS

(1) Bookmarks for Science and Math Resources on the Web: Develop a set of web

bookmarks for sites that are useful to you in the teaching your specialization within mathematics or science.

• Paste your bookmarks as active links in the appropriate folders on the newgroup. In the message section, include a brief description of the resource

• Include screen shots of your contributions to the newsgroup here. www.brainpop.com - website composed of flash movies and quizzes dedicated to subjects such as math, English, history, and science.

http://earth.rice.edu/mtpe/geo/geosphere/topics/plate_tectonics/plate_future.html -

website which helps demonstrate the movement of tectonic plates and how they will affect the continents


http://www.powersof10.com/index.html This website would be useful in teaching students about exponents.

(2) Science and Math Software on the Internet. Download mathematics and science

software directly onto your disk. Eject your disk before attempting to run any of the


software. Re-insert the disk and allow the virus checking program to scan it for viruses.

• Paste your bookmarks as active links in the appropriate folders on the newgroup. In the message section, include a brief description of the software

• Include screen shots of your contributions to the newsgroup here. Grapher – program on the Macintosh which allows you to enter in equation information

and have the program give you a visual representation of the equation. Extremely helpful for teaching pre-algebra and algebra.

Pocket Tanks http://www.download.com/Pocket-Tanks/3000-2299_4-10189044.html?tag=lst-0-2 This is a game in which you have to control power and angle to help defeat your

opponent. Choice of weapons is extremely varied and therefore decision making is involved as well. The strength in it lies in its ability to help teach students the use of angles and force and “real-life” uses.

(3) Science & Math Lesson Plans and State Content Standards: (a) Identify one of the

California State Content Standards that you wish to teach in your math or science class. Paste the standard in the space below. (b) On the Internet, find a set of math or science lesson plans that you can be used to teach to this standard. Paste the lesson plans below with a brief description of how they may be used to meet the standards.

1e - Students know major geologic events, such as earthquakes, volcanic

eruptions, and mountain building, result from plate motions. Earth Science Objectives 1.

Work in collaborative groups and use the Internet to examine current plate tectonic theory

2.

Discuss the connections between plate tectonic boundaries and the locations of past and current earthquakes

3.

Use the USGS (United States Geological Survey) Web site to identify and map locations of the 10 largest quakes over a 10-year period

4.

Track current quakes for one week using the USGS Web site’s Near Real Time Earthquake List to map locations on a world map

5.

Present in a report or multimedia presentation the evidence describing how earthquakes occur and why earthquakes frequently occur along fault lines


Materials • Two large sponges • One large rubber band • Paper cutouts of continents (created with butcher paper and world map) • Colored markers • Materials for a written report or presentation software, such as PowerPoint or

HyperStudio • Copies for every student of Map #1: Plates of the Earth, available at

wwwneic.cr.usgs.gov/neis/plate_tectonics/plates.html. • Copies for every student of Map #2: World Map for Plotting Earthquakes,

available at wwwneic.cr.usgs.gov/neis/plate_tectonics/plates.htm. Procedure 1. Discuss the major causes of earthquakes and famous “fault lines,” such as the San Andreas Fault in California. During your discussion, review the following terms: ♦ earthquake ♦ epicenter ♦ fault ♦ continental drift ♦ magnitude ♦ Richter scale ♦ plate tectonics ♦ plate boundary ♦ seismicity ♦ seismic ♦ seismograph Definitions can be found at the USGS’s Glossary of Seismology Terms: . 2. Illustrate the concept of Earth’s fault lines in the following ways: • Squeeze a large sponge from either side and cause uplift in the middle. • Slide two sponges past each other and note how they do not slide easily,

but rather stick together in places. • Use a large rubber band, draw a mark on it, and pull the ends to

demonstrate stretching or thinning. 3. Have students use butcher paper and a world map to create paper cutouts of the continents. Assemble the continents into a model of Pangaea, the supercontinent some scientists believe broke up beginning about 200 million years ago and drifted apart into what are now separate continents. Briefly describe the theory of plate tectonics and continental drift. (Continental drift theory, originally advanced by Alfred Wegener, postulates that Earth’s continents were originally one landmass. Pieces of the landmass split off and migrated to form the continents.) Compare the Pangaea model with the USGS animated globe showing plate boundaries at wwwneic.cr.usgs.gov/neis/plate_tectonics/plate_anim.html.


4. Hand out copies of Map #1: Plates of the Earth, showing the boundaries of Earth’s tectonic plates. 5. Explain to the class that it will be accessing and mapping information about the 10 largest earthquakes in the world in the 10 years from 1989 to 1998 and theorizing about the location of these earthquakes as they relate to Earth’s tectonic plates. 6. Have students print a map of the Largest Earthquakes in the World in the Past Ten Years, available at the USGS’s National Earthquake Information Center Web site: wwwneic.cr.usgs.gov/neis/eqlists/last_big10.html. 7. Students should examine the chart listing the location and magnitude of each quake and mark with a dot the locations of each earthquake on their Plates of the Earth map. Students should color-code their dots according to the magnitude of the quake. (After a brief discussion of the Richter magnitude scale, decide on a common color-coding system.) 8. Have students discuss connections between what they have learned about plate tectonics and the data evidence on their maps. Were they surprised by the location of the 10 largest earthquakes? Did the location and magnitude of the earthquakes follow the edges of the Earth’s plates? Can they see any patterns in the locations of the earthquakes? (The teacher may want to use an overhead transparency of the Largest Earthquakes in the World map during discussion. Make sure all students understand how to read latitude and longitude degrees.) 9. Next, tell students that they will be tracking current earthquakes for one week using the USGS’s Near Real Time Earthquake List at wwwneic.cr.usgs.gov/neis/bulletin/bulletin.html. 10. Provide each student a copy of Map #2: World Map for Plotting Earthquakes. Explain that they will be charting earthquakes that occur for the next week, plotting the earthquakes on the map and color-coding their dots. (Use the same color-coding system used in step 7.) 11. Each day for one week, have students visit the Near Real Time Earthquake List site and record the following information for each new earthquake. Groups may be assigned different parts of the world to map and record—such as near Japan or mainland United States, and so on. (Note: You may want to narrow the records to earthquakes with a magnitude of 5.0 or greater.) Date/Time Latitude Longitude Magnitude General Location 12. After students have collected this information each day, have them plot the earthquakes on their World Map for Plotting Earthquakes. After a week of entries, have students compare their World Map to Map #1: Plates of the Earth. Do they see any patterns? In what areas did most of the earthquakes


occur? 13. Next, have each group visit Web sites about earthquakes to find out how earthquakes occur and the possibilities for earthquake predictions along fault lines. Their data should support the theory that most earthquakes follow fault lines or Earth tectonic plate boundaries. Here are some Web sites with good earthquake information: USGS Earthquakes Earthquake Shake Restless Planet: Earthquakes Understanding Earthquakes USGS: Plate Tectonics 14. Have students present an oral report or a multimedia presentation on their one-week earthquake-tracking findings, along with information about how earthquakes occur and why they may occur along fault lines. If presentation programs, such as PowerPoint or HyperStudio, are used, the data maps may be scanned into the slides. The frequency or magnitude, or both, of a particular area’s earthquakes may be charted using a spreadsheet program and inserted into a presentation slide. The data can be used to support or refute current plate tectonic theory and earthquake predictions. Discussion Questions 1. Based on your research, do you think that the theory of plate tectonics can help predict where earthquakes are going to occur? What is the value of being able to make such predictions? 2. According to the theory of continental drift, about 200 million years ago, all the continents used to be part of one supercontinent. Over time, the supercontinent broke up and drifted apart—the separate pieces becoming the continents we know today. According to this theory, what might the Earth look like in about one million years? One hundred million years? 3. Do you think there is any relationship between where earthquakes occur and where volcanoes erupt? Using your earthquake data, can you predict where volcanoes will occur? 4. Imagine that you are a geologist called in to work on an international earthquake preparedness plan. What factors would you have to consider? What areas of the world would be targeted? What are the benefits of developing such a plan? 5. Given the tremendous growth in technology, do you think there is a tool other than a seismograph that could be developed to measure the


strength of an earthquake? Try your hand at designing such a device. How would it work? What would it measure? Is it more effective than a seismograph? 6. Are you surprised at the number of earthquakes that occur on a regular basis? What do you think that the number of earthquakes tells us about the planet Earth? Evaluations Use this evaluation rubric, based on a three-point scale, to assess the group’s work in three areas: content, presentation format (written report or multimedia project), and oral presentation. In addition to completing a rubric as the teacher, you could ask the collaborative group and the audience (class) to complete one for the group as well. Total all three scores for a composite score. THREE POINTS A. Content: ♦ Evidence of data and research information. ♦ Depth in coverage of topic. ♦ Explanations and reasons given for conclusions. B. Presentation format (written report or multimedia project): • Written report shows evidence of correct grammar and spelling; a

variety of sentence structures; paragraphs with main ideas and supporting details. Opening paragraph captures reader’s interest; supporting paragraph(s) offer research and data information; closing paragraph summarizes conclusions. Original data is listed in chart or graph form, or both. Research data and references are documented.

• Multimedia presentation (PowerPoint, HyperStudio) shows evidence of clear organization; visual appeal through the use of large fonts (32 point or higher), graphics/pictures, and limited information on each slide; consistent use of noun or verb phrases for bulleted information; transitions between slides and text-body animation. Data is illustrated through graphs or charts, or both. Research data and references are documented.

C. Oral presentation: 0. Evidence of collaboration between group members. 0. Presentation well planned and coherent. Research information

integrated with relevant personal experiences or real-world examples, or both.

0. Communication aids clear and useful.


TWO POINTS Content includes data and research information, but not in depth. Data charts or graphs, or both, are included. Explanations and reasons for conclusions are limited or confusing. Presentation format demonstrates some organization but without compelling support for main ideas. Some research data and references are documented. Oral presentation shows evidence of group collaboration. ONE POINT Content includes very limited data and research information. Conclusions may not be relevant or present. Presentation format demonstrates a lack of organization and coherent support of ideas. Data is not presented in chart or graph form. Oral presentation shows little evidence of group members’ collaboration and contributions. How it will be used – This lesson plan can be used to help students understand how an earthquake is tracked and have them experience the work that is required for earthquake tracking. This can then be extended into a lesson on plate movement. (4) Science & Math Video Resources: Obtain a science or mathematics video and

download the accompanying teacher or student study guide. Conduct a lesson in your class using a portion and accompanying study guide. Describe how you integrated the study guide and video clips in your lesson.

When I introduce motion, I integrate the Bill Nye video on motion to give my students an idea of motion in the real world. I will stop the video at certain points and use the study guide to ask pertinent questions before moving on. The use of the video and the study guide help to create interest and therefore questions in my students. For example when the concept of things don’t move unless they get pushed or pulled, I have the students create questions that they can test this idea. Also I have them list down where they believe motion exists in their lives and then we have a discussion on the subject. (5) Literature Search: Use an electronic library resource such as ERIC to locate articles

that deal with the teaching of a specific concept in your discipline (for example, "ecology is too broad", while "greenhouse effect" is sufficiently specific. (A) Identify the concept, and (b) include a printout of the abstracts of THREE or more articles.

Skip 1 (6) Professional Associations: Find TWO of the following • Obtain information on the next local meeting of a prominent professional

organization in your discipline (NSTA, NABT, NCTM, etc.)


• Requirements for certification by your professional organization , California, or another state

• Guidelines for manuscript submission to your professional organization's journal.

State Of California California Commission On Teacher Credentialing Box 944270 1900 Capitol Avenue Sacramento, CA 94244-2700 Telephone: (916) 445-7254 or (888) 921-2682 E-mail: [email protected] CROSSCULTURAL, LANGUAGE, AND ACADEMIC DEVELOPMENT (CLAD) CERTIFICATES CLAD Certificates authorize instruction to English Learner (EL) students. For a summary of all documents that authorize instruction to EL students, see serving English Learners leaflet, CL-622 [PDF]. The section below lists the types of instruction authorized by CLAD Certificates. Each type of instruction is defined below. Types of Instruction to English Learners Authorized by CLAD Certificates Instruction for English Language Development (ELD)


Specially Designed Academic Instruction Delivered in English (SDAIE) With most prerequisite credentials or permits, English Language Development (ELD) and instruction for primary language development are authorized at preschool and grades K-12. With a Children's Center Instructional Permit, Children's Center Supervision Permit, or Child Development Permit, ELD and instruction for primary language development are limited to the programs authorized by the permit. With a Designated Subjects Teaching Credential in adult education, ELD and instruction for primary language development are limited to classes organized primarily for adults. With all prerequisite credentials or permits, Specially Designed Academic Instruction Delivered in English (SDAIE) and content instruction delivered in the primary language are authorized in subjects and grade levels of the prerequisite credential or permit. Definitions of Types of Instruction Instruction for English Language Development (ELD) means instruction designed specifically for EL students to develop their listening, speaking, reading, and writing skills in English. This type of instruction is also known as English as a Second Language (ESL) or Teaching English to Speakers of Other Languages (TESOL). Specially Designed Academic Instruction Delivered in English (SDAIE) means instruction in a subject area, delivered in English, that is specially designed to provide EL students with access to the curriculum. Requirements for the Certificate These requirements may be satisfied in any order. 1. Possess a valid California teaching credential, Clinical Rehabilitative

Services Credential with a Special Class Authorization, School Nurse Services Credential with a Special Teaching Authorization in Health, Children's Center Permit (excluding emergency), or Child Development Permit (excluding Assistant and Associate Permit) that authorizes the holder to provide instruction to pupils in preschool, grades K-12, or classes primarily organized for adults. The following, however, are not appropriate prerequisite credentials or permits:

▪ Emergency Permits ▪ Pre-Intern Certificates ▪ Individualized Internship Certificates ▪ District Intern Credentials ▪ University Internship Credentials ▪ Exchange Credentials ▪ Sojourn Certificated Employee Credentials 2. Satisfy the CLAD second-language requirement. Individuals who hold a

bachelor's degree from a regionally accredited college or university are


deemed to have satisfied the second language requirement. If you do not hold a bachelor's degree, refer to the options listed on pages 3 and 4.

3. Verify one of the following: a. passing scores (no older than five years on the application date) on Tests

1, 2, and 3 of the CLAD/BCLAD Examinations b. passing score (no older than nine years on the application date) on the

Methodology Component of the Bilingual Certificate of Competence (BCC) Examination* and passing scores (no older than five years on the application date) on Tests 1 and 3 of the CLAD/BCLAD Examinations*

c. complete 12 semester units of upper division college course work (24 semester units if lower division units are used) as described below

d. possess a Supplementary Authorization in English as a Second Language (no longer issued as of July 1, 1996) and complete three semester units of college course work in the theories and methods of SDAIE or possess a Certificate of Completion of a 45-hour SDAIE program conducted by a California school district

e. possess a Certificate of Completion of Staff Development under SB 1969 issued by a school district or county office of education, or a Certificate of Completion of Staff Development under SB 395 issued by the Commission, and 9 semester units of upper division college course work that meet Domains 2 and 3 as described below. (Each 45-hour program satisfies 3 upper-division semester units and Domain 1 of the CLAD Certificate requirements.)

Teachers who hold a valid LDS Certificate may exchange their LDS Certificate for a CLAD Certificate by submitting their original LDS Certificate, or a statement verifying that their LDS Certificate has been lost or destroyed, with an application (form 41-4) and one-half of the current application fee. This exchange is not required. LDS Certificates will remain valid as long as the teacher's prerequisite teaching credential remains valid. Out-of-State Trained Individuals with English Learner Equivalency Individuals who have completed a comparable EL program outside of California on or after January 1, 1997, from a state determined to have equivalent EL standards may apply directly to the Commission for a CLAD Certificate by submitting a copy of the out-of-state credential verifying the comparable EL authorization and an application (form 41-4) and current processing fees. Individuals must have a valid prerequisite credential on file before a CLAD Certificate will be issued. To find out if your state meets this equivalency requirement, please see Coded Correspondence 03-0016, available on the Commission's website. Earning a CLAD Certificate through College Course Work Earning a CLAD Certificate through college course work is an alternative to earning the certificate through examinations. If you satisfy the course work requirement for a CLAD Certificate, you do not need to take the CLAD/BCLAD Exams to earn a CLAD Certificate. You still need to hold the appropriate


prerequisite credential or permit and satisfy the CLAD second-language requirement. If you choose the course work route for earning a CLAD Certificate, you must complete one of the following: 1. 12 upper-division or graduate semester units or 18 upper-division or

graduate quarter units 2. If any lower-division units are included, a total of 24 semester units or

36 quarter units The course work must be applicable toward a bachelor's or higher degree at a regionally-accredited college or university. A grade of "C" or higher, "Pass," or "Credit" must be earned in each course. All of the course work must be in CLAD/BCLAD domains 1-3 described below, and all three of the domains must be covered in the course work taken. Domain 1 Language structure and first- and second-language development, including the following: Language structure and use: universals and differences (including the structure of English) Theories and factors in first- and second-language development Domain 2 Methodology of bilingual instruction, instruction for English language development, and specially designed academic instruction delivered in English, including the following: Theories and methods of bilingual education Theories and methods of instruction for English language development Theories and methods of specially designed academic instruction delivered in English Language and content area assessment Domain 3 Culture and cultural diversity, including the following: Nature and content of culture Crosscultural contact and interactions Cultural diversity in the United States and California Providing culturally responsive instruction Information about the CLAD/CBLAD Examinations The CLAD/BCLAD Examinations consist of the following six tests:


Test 1: Language Structure and First- and Second-Language Development Test 2: Methodology of Bilingual, English Language Development, and Content Instruction Test 3: Culture and Cultural Diversity Test 4: Methodology for Primary Language Instruction Test 5: The Culture of Emphasis (There are tests for Armenian, Chinese, Filipino, Hmong, Khmer, Korean, Latino, Punjabi, and Vietnamese.) Test 6: The Language of Emphasis (There are tests for Armenian, Cantonese, Filipino, Hmong, Khmer, Korean, Mandarin, Punjabi, Spanish, and Vietnamese, each of which includes four separate components--listening, speaking, reading, and writing.) Tests 1-4, 5 for all cultures, and 6 for Spanish are administered two times per year. Test 6 for languages other than Spanish are administered once a year. The CLAD/BCLAD Examinations are administered by National Evaluation Systems, Inc. (NES). More information about, and registration materials for, the CLAD/BCLAD Examinations are in the CLAD/BCLAD Registration Bulletin available from: CLAD/BCLAD National Evaluation Systems, Inc. P.O. Box 340819 Sacramento, CA 95834-0819 (916) 928-4002 TDD: (916) 928-4191 Web site: www.clad.nesinc.com Please contact the testing agency for examination dates. Options for Satisfying the CLAD Second-Language Requirement for Those Without a Bachelor's Degree. (This requirement must be satisfied with a single language.) A. Complete six semester units (or nine quarter units) in course work

that emphasizes the learning of a language other than English, including American Sign Language (A grade of "C" or better, "Pass," or "Credit" must be earned in each course. This option must be verified by an official transcript from a regionally-accredited college or university, or comparable institution outside the United States. Professional Development and Continuing Education Units from such institutions are acceptable. Course work in the methodology of teaching a language is not acceptable. (See option Q on page 4.)

B. Complete 90 hours of language training, with a grade of "C" or better or the equivalent, in a language other than English offered under the


auspices of the California Department of Education's Bilingual Teacher Training Program (BTTP), or by a county office or school district whose program, prior to its implementation, has been deemed equivalent to the BTTP by the California Department of Education (This training is to be verified by a letter signed by an authorized representative of the BTTP, county, or district program. (See option Q on page 4.)

C. Complete training in a language other than English given by the Peace Corps to volunteers preparing to serve in a non-English speaking country, verified by official Peace Corps documentation

D. Pass the Oral Subtest, the Essay Subtest, or the Reading Comprehension and Usage Subtest of a Bilingual Certificate of Competence Examination, verified by an official score report in a language other than English (This exam was last administered in 1995.)

E. Pass of any two of the four parts--listening, reading, speaking, and writing of Test 6 of the CLAD/BCLAD Examinations, verified by an official score report

F. Pass any nationally administered, standardized examination in a language other than English for which the Commission has established a passing score, verified by an official score report (Currently this includes the Praxis II Subject Assessments in French, German, and Spanish administered by Educational Testing Service and the Single Subject Assessments for Teaching in French, Korean, Japanese, Mandarin, Punjabi, Russian, Spanish, and Vietnamese administered by National Evaluation Systems, Inc.)

G. Obtain a proficiency level of "novice-high" or above on the American Council on the Teaching of Foreign Languages, Inc. (ACTFL: 914-948-5100) Proficiency Guidelines or "0+" (zero plus) or above on the Interagency Language Roundtable (ILR; currently available only to government employees) Proficiency Descriptions, verified by an official score report

H. Obtain a score on a College-Level Examination Program examination in a language other than English administered by the College Board equal to or higher than the minimum score recommended by the American Council on Education for awarding credit for two semesters, verified by an official score report (Minimum scores: Spanish-41; German-40; French-39.) (For more information, contact CLEP at (609) 771-7865.)

I. Possess a teaching credential from another state that authorizes instruction in a language other than English, verified by a copy of the credential

J. Reside in a non-English speaking country or countries for 12 consecutive months at age 18 or older, verified by passports, work visas, letters from employers, or other documents

K. Complete one academic year (over a single period) at age 14 or above at a school in which instruction was provided in all subject areas, and all instruction, except in the subject area of English, was delivered in a language other than English, verified by an official transcript or a letter from the school

L. Complete two academic years, between the ages of 10 and 14, at a


school in which instruction was provided in all subject areas, and all instruction, except in the subject area of English, was delivered in a language other than English, verified by an official transcript or a letter from the school

M. Initial arrival at age 12 or older in the United States after having spent the years from birth to age 12 in a non-English speaking country or countries, verified by a birth certificate, passport, entry visas, or other documents

N. Complete three years school course work in a single language other than English. (The course work must be taken in grades 7-12, with an overall average grade of "B" or better. This option must be verified by an official school transcript or an original letter from the principal, school registrar, or authorized district representative of the school where the course work was completed.)

O. Pass an Advanced Placement Examination offered through Educational Testing Service (ETS) at a level for which college credit or advanced standing in a language other than English is awarded (This option must be verified by either an official transcript from a regionally-accredited college or university showing credit awarded via the examination, or by an original letter from the institution's registrar or admissions office indicating that advanced standing was awarded.)

P. Pass a college or university placement examination in a language other than English that satisfies a one-year second language requirement, results in six semester units in the language awarded on transcripts, or serves as the prerequisite to the second year course in the same language (This option must be verified by either an official transcript from a college or university showing credit awarded via the examination, or by an original letter from the institution's registrar or admissions office indicating the number of units granted or describing the advanced placement resulting from the examination.)

Q. Any combination of options "A" and "B" above resulting in the equivalent of six semester units of course work in a single foreign language (Fifteen hours of BTTP training are considered equivalent to one semester unit of course work at a regionally-accredited college or university.)

Applying for a CLAD Certificate When you have met all of the requirements for a CLAD Certificate, you may apply for the certificate by submitting all of the following materials: 1. One of the following requirements must be submitted: a. original or copies of BCC score reports, and/or a CLAD/BCLAD Cumulative

Results page, as applicable b. official transcripts verifying 12 upper-division semester units (24 semester

units when using any lower-division units), or 18 upper-division quarter units (36 quarter units when using any lower-division units), of college or university course work in the three domains described on page 2-3 (It is necessary to submit course outlines or syllabi for course work not


previously accepted by CCTC.) 2. Verify the second-language requirement if you do not hold a bachelor's

degree. (See A through Q above.) 3. Submit a completed Application for Credential Authorizing Public

School Service form (Form 41-4), and appropriate fees Submit the materials listed above, either through your employer or directly to: California Commission on Teacher Credentialing Box 944270 1900 Capitol Avenue Sacramento, CA 94244-2700 Reference: California Education Code, Sections 44203 and 44253.2 through 44253.10; and Title 5, California Code of Regulations, Sections 80015 through 80016, 80024.1 through 80024.2.1, 80024.7, and 80024.8 * The LDS or BCC Examinations were last administered in 1995. (7) Preparing Students Standardized Math and Science Tests: Locate any TWO of the following. Specify the (a) resource you found, (b) the URL, and (c) a screen shot of a sample question. • Advanced Placement Exams in Chemistry, Physics, Environmental Science, Calculus,

or Computer Science. • National Olympiad Exams in Chemistry, Mathematics, Biology, or Physics • Professional Exams: GRE, SSAT or Praxis questions in Mathematics or any of the

Sciences • Academic Decathlon questions in Math or Science • Scholastic Aptitude Test (SAT), Stanford Achievement Test, or Iowa Test Questions

in Math or Science

a) Resource: ETS

b) website:

http://www.ets.org/portal/site/ets/menuitem.36b6150d13d7bab7b1935b10c39215

09/?vgnextoid=e63ce3b5f64f4010VgnVCM10000022f95190RCRD


c)

a) Resource – Collegeboard

b) website - http://www.collegeboard.com/splash


c)

(8) Locating Resources for Teaching Mathematics or Science: Locate any FOUR of the following. For each, specify the (a) resource you found, (b) the URL, (c) a brief description of the resource and its value, and (d) a sample screen shot of the resource. • Mathematics Timeline • Multicultural Resources: Mathematicians or Scientists of various ethnicities and

cultures • TI-CBL Calculator-based laboratory experiments in physics, chemistry, biology or

geoscience. • A sample program for the TI graphing calculator • Dynamic Periodic Table of the Elements • Clip Art for science or mathematics • Chemical calculator (yields, percent composition, etc.) • MSDS (Material Safety Data Sheet) for metallic sodium • High School Laboratory safety regulations • List of Root words for your discipline

a) This is a mathematical timeline from ancient times of mathematics b) http://lahabra.seniorhigh.net/pages/teachers/pages/math/timeline/MpreAndAncient.html c) This timeline will give students an idea where math was developed and how it helped to influence people from as far back as ancient times.


d) a) This program is called The Visual Elements Periodic Table. b) http://www.chemsoc.org/viselements/pages/pertable_fla.htm c) This dynamic periodic table of the elements program focuses on creating visual

representations of the elements. If you click on any of the elements, all of its corresponding information is shown. It also provides dynamic QuickTime movies of the atoms in motion. This is a valuable resource especially for middle school students who would have problems visualizing atoms and the periodicity of the table.

d) Screen Shot

a) This program is called trigonometric Equation Solver b) http://www.ticalc.org/


c) This program helps to find solutions within a chosen domain of trigonometric equations. d)

(9) Acquiring Equipment for Teaching Mathematics or Science: Locate TWO of the following and specify the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a sample screen shot of the resource. • Source of free materials (posters, videos, etc.) for teaching your subject • Determine the cost of a piece of laboratory or teaching equipment you need from a

on-line vendor such as Fisher, Carolina, Flinn, Delta, Pasco, Edmund etc.

a) NASA Educational Products b) http://www.nasa.gov/audience/forstudents/9-12/features/index.html c) This site provides free posters, lithographs, videotapes, slide shows that can be

used to teach astronomy and space science. d) Screen shot

a) PASPORT Motion Sensor by PASCO b) http://store.pasco.com/pascostore/showdetl.cfm?&DID=9&Product_ID=1505&Detail

=1 c) The Pasco motion sensor allows for students to plot motion graphs. Time vs distance, velocity, and acceleration. This is a great way for students to do hands-on minds-on inquiry based activities that will promote learning. Each sensor costs $85 with tax.


d) Screen shot

(10) Identifying Enrichment Opportunities: Locate TWO of the following and specify the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a sample screen shot of the resource. • Sample research ideas for a secondary school science or math fair. • Obtain a list of rules for science/math fair entries • Obtain information on a local, statewide or national math or science competition (e.g.

Westinghouse Science Talent Search). • College Scholarships for students who excel in your subject • Special Competitions for students who excel in your subject • Summer Math/Science Programs (e.g. Johns Hopkins programs for the gifted,

California Museum of Science and Industry programs, etc.) a) California math competition b) http://www.mathleague.com/contests.htm c) This is a math competition that takes place 6 times a year that is available to all high schools. d)


a) The Science Fairs Homepage b) http://www.cdli.ca/~jbarron/intermed.html c) This site provides an abundance of ideas for middle school students to do for a

science fair. d) Screen shot

(11) Obtaining Recent Information to Integrate Into Your Curriculum: Locate TWO of the following and specify the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a sample screen shot of the resource. • Locate a current event from an on-line newspaper or magazine that directly relates to

your curriculum. • Objectives for the upcoming Space Shuttle Launch • The most recently discovered primer number (please print in exponential notation...

Don't print out the entire number!) • Total daylight hours (Sunrise to Sunset) for today as well as the total daylight hours at

the spring equinox, summer solstice, fall equinox, and winter solstice for Anchorage AK, Seattle WA, Los Angeles CA.)

• A satellite photograph of a recent storm in North America • A map illustrating the location of the most recent earthquake in North America a) 42nd Mersenne Prime Number Found b) http://www.mersenne.org/prime.htm


c) This webpage is dedicated to the discovery of new prime numbers d)

Most Recent Earthquake in North America

a) Earthquake Hazards Program b) http://earthquake.usgs.gov/recenteqsUS/Quakes/ci14203464.htm c) This site provides current, detailed information on earthquakes in North

America. d) Screen Shot

(12) Develop a Lesson Plan that Uses the Web: Develop a lesson for students in one of

your classes that requires them to access three or more URLs. The lesson plan should include:

• Major concepts • Performance objectives (what will students be able to do when the lesson is

completed?) • Detailed handout that will lead students through the lesson • A listing of URLs that will be accessed • A sample of a completed lesson


Major concepts 1 – Plate Tectonics – students will understand plate tectonics and the reasons behind the movement of the plates. URLS – Plate movement - http://earth.rice.edu/mtpe/geo/geosphere/topics/plate_tectonics/plate_future.html Overview of plate tectonics – www.brainpop.com Lesson -

(13) Finding & Mapping Field Trip Locations: Locate the address of a local science or mathematics field trip destination using one of the online search engines. Generate a street and/or topographic map of your field trip destination.


La Brea Tar Pits – Great facility that helps students understand plate movement and geology

(14) SED 646 Class Hypernews Discussion Group: Log on to news group created for this class. Make your own significant contributions to the news group throughout the semester. Please add only useful information or good questions. (15) Subject Matter Newsgroup: Find and subscribe to a news group related to one of the subjects you teach. (Examples: a newsgroup for Advanced Placement Biology Teachers, or a newsgroup for those teaching integrated science).

Documents

INTERNET RESOURCES for MATH AND SCIENCE EDUCATORScsun.edu/~sso38492/Internet_resources.pdf · or science lesson plans that you can be used to teach to this standard. Paste the lesson