Introduction
Lesson Integrating Technology-Infused Unit of Instruction
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Subject Matter |
Field Trip to Manila Bay |
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Subject Area |
Oceans and Biology |
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Grade Level |
Grades between 7th to 12th students |
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Objectives |
• Students will be able to find various species in the seashore as well as their natural environments and to describe structures specific to their survival. • Students will answer inquiry-based questions on the fieldtrip datasheet. • Students will have fun and increase their enthusiasm for science. |
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Overview of units / lessons / activities
(Assumptions of prior knowledge / learning) |
The materials for this activity were developed for use with students visiting Manila Bay. The materials may require adaptations for other locations.
Before the plan for this field trip, a teacher should first visit these sites: · Overview of Manila Bay http://119.92.161.2/mbemp/dloads/mbcs%2002mvw.pdf · Ecosystems Along Manila Bay https://ebonph.wordpress.com/2013/01/04/ecosystems-along-manila-bay/ · Biodiversity of Manila Bay http://bmb.gov.ph/downloads/References/SCSP%20National%20Report%20on%20Wetlands.pdf
These sites will help you plan and organize a successful field trip.
This field trip can be adapted for any local environment. Prior to it, I will show to the students an aerial view of the area using a prepared Google Earth (Manila bay shoreline.kmz) with satellite imagery, maps, terrain, weather and others to put the world’s geographic information at your fingertips. |
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Correlations to Integrating Technology in Science Education and curriculum outcomes |
Through this activity, all of the essential completion learning can be addressed. The technological competence is focused on as students are asked to complete their final report on their MSWord, PowerPoint, Prezi, or by creating a webpage. Students will use the Internet to find information for their project.
Field trip project is an important assessment tool as it gathers information using full range of students’ learning styles. Assessment includes: Technological competencies, field research, web research, graphing, charting, observations, performance tasks, self-assessments, and written assignments.
According to the draft document for oceans 11 (1998) outcomes from the following are covered the marine biome, aquaculture, and coastal zones-managing their use (Marine Biome.pptx).
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Projected timeline for preparation and for carrying out activities |
Spend one or two classes explaining the background of this bay, what students will find there, and explaining the jobs students will do. The field trip will take between two and four hours to finish the set activities. Teacher also can have students complete the tasks in class or assign it for homework. |
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Equipment requirements: (Computers, software, etc,) |
A suggested list of equipment for the field trip is provided. (equipment_list.rtf)
After the field trip, students will need access to a computer with Microsoft Office or another office package for their assignment.
They will specifically be using word processor and presentation software (Microsoft Word, Prezi (https://prezi.com/i3schzjiwtci/manila-bay-research-prezi/), PowerPoint, etc.) Graphing can be done using either: · Spreadsheet / Excel or · https://nces.ed.gov/nceskids/createagraph/default.aspx (Students seem to find this site less complicated than using excel). |
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Teaching materials provided: (Black lines, worksheets, templates, teacher materials) |
A) Printable instruction sheet for the various activities. B) Equipment list. (equipment_list.rtf) C) Questions for the students to answer. (questions_to be answered.rtf) D) Rubric for assessment. (rubric_shoretrip (1).rtf) E) Activity and recording sheets for various activities: * Salt marsh sediment (salt_marsh_sediment.rtf) * Salt marsh organisms (salt_marsh_organisms (1).rtf) * Rocky shore animals (rocky_shore_animals.rtf) * Environmental factors (environment (1).rtf) * Gem clam transect line (gem_clam.rtf) |
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Resources available for teacher / student use
(Websites or references) |
Tide, Tidal Current and Sediment Transport in Manila Bay
Manila Bay Rehabilitation Project
Manila bay Integrated Flood Control, Coastal Defense, and Expressway Project http://www.dpwh.gov.ph/dpwh/PPP/projs/MFCDE
Assessment, Management and Future Directions for Coastal Fisheries in Manila bay
Manila Bay: Status of its Fisheries and Management https://www.sciencedirect.com/science/article/pii/0025326X9190692L The Development of Aquaculture on the Northern Coast of Manila Bay: An Analysis of Long-Term Land-Use Changes and their Causes https://www.tandfonline.com/doi/abs/10.1080/1747423X.2015.1057245
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Students expected outcomes |
Students are expected to pass in a completed assignment to answer the questions given. (questions (1).rtf)
Students will then work in groups of 2 to 3 to create a PowerPoint presentation about the information learned as part of the field trip. This presentation should incorporate the information they collected, along with photographs of the site and specimens gathered. Any information included in the presentation should be carefully researched and all references should be cited correctly.
The teacher may choose to set limits or specific requirements for the presentation, or it could be assigned as a presentation to include all information gathered at the site and all answers to the questions addressed in the assignment. |
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Assessment information |
Please refer the rubrics provided. (rubric_shoretrip (1).rtf) |
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Logistics includes organization, grouping, management issues, or access to technology |
Before the field trip students should be divided into groups that will be responsible to complete one of the above mentioned tasks. Upon completion of the field trip students will submit their data to the teacher, who will then photocopy it and pass it out to all students. Students can now work on the final assignment independently or with partners (at the teacher's discretion).
SECRETS FOR SEASIDE SUCCESS · Think about the big picture · Choose and survey a site · Select activities and equipment · Plan for group safety and site stewardship · Prepare students and chaperones · Orient the group to the site when you arrive · Implement in-the-field teaching strategies · Model inquiry · Expect the unexpected · Conclude with a wrap-up Source: http://neaq.org/scilearn/teachers/seaside.html which can be adapted to suit the class or the sites. |
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Task per group |
Report their outputs in the classroom using the technology. The teacher somehow assists / corrects their outputs if any. |
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Possible extensions |
This activity covers topics that include tides, marine ecosystems, food chains, wave and beach erosion, currents and sea shore lands forms. At the end of the field trip, teachers may provide the students with garbage bags and have a clean-up or beach sweep activities. |