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Week 6 Blog Post

https://classroom.google.com/u/1/c/MzA2NzM3OTM4MzJa/a/MzA2NzM3OTM5NTVa/details

My group decided to focus on SOL 4. that states “The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include c) flow of energy through food webs”

Content: Learning about ecosystems and all the elements that make up ecosystems and how animals/people adapt in them

Pedagogy: We would introduce this to the class by giving them an article/game to play with ecosystems that allows them to see what it takes to maintain an ecosystem and the relationships that go together in order for life to thrive.  Then, they will have an article to read and then make their own ecosystem

Tehnology: scholastic interactive ecosystems game, google drawing

TCK: the technology supports the content by allowing the student to play the virtual game and read the article to better understand ecosystems and use that knowledge to create their own.

PCK: the pedagogy supports the content knowledge by giving them a hands on learning experience that allows them to alter ecosystems to see how it would be affected. (i.e. too many predators and not enough prey. not enough producers)  they will learn through the decisions they make through the ecosystems

TPK: The technology supports the pedagogy because students will be able to further their knowledge and help them better understand the material by reading and playing an interactive game. It allows them to learn through experience instead of lectures.

 

 

 

Categories: spring19tedu510section002, WeeklyPost002spring19

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