Creativity+and+Innovation

This page correlates with the NETS - Student Standard stated below:

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

(Post your activities and lessons here that fall under this standard.) I used 29 Web 2.0 tools with my classes to create projects about the Dreams they have for the future (goes along with __A Raisin in the Sun__.) These tools and many others can be found at [|http://cogdogroo.wikispaces.com.] However, about half of the sites on there are not accessible at school. I'll post the list of the good ones after I talk to Sam about it. Stacy

Digital Microscopy (Bio) - I used the digital camera to have students photograph their lab specimens instead of drawing them. They then imported the photos to word and labeled them. Advanced classes then made photo-essays comparing and contrasting the various specimens and their characteristics. This worked especially well for mitosis. The students photographed the root tip cross sections seen under the microscopes (cheap microscope/camera adapters were made from PVC tubing) and then analyzed the photos on their computers to crop out and label each one of the phases of mitosis for their lab reports. Heather Invasive Species Wiki (Global Bio) - Students worked in small groups to research invasive species, choose one species found in PA, and create a wiki page on that species. Each page was required to have a Title, Introduction, Location, Invasive Qualities, Control, and References section. Each student was assigned a different page requirement for their species. The Introduction contained a “Blabberize,com” image of the invasive species explaining its common name, scientific name, characteristics, and habitat. The Location section had a “Google Earth” tour of the species’ origin and current location. For the Invasive Qualities section, students gathered images and generated an “Animoto.com” video representing the problems that the species causes. And, for the Control section, students used “Inspiration8” to diagram the possible methods of controlling the invasive species and where each method falls on the IPM pyramid. The pages are currently being completed by the students but can be viewed at the following (Each space is set up for a different class): http://rlglobalbio.wikispaces.com/, http://rlglobalbio6.wikispaces.com/, http://rlglobalbio8.wikispaces.com/ Heather