Introduction
Simulations
It refers to the imitation of real-world activities and processes in a safe environment. Simulations aim to provide an experience as close to the ‘real thing’ as possible; however, a simulated activity has the advantage of allowing learners to ‘reset’ the scenario and try alternative strategies and approaches. This allows learners to develop experience of specific situations by applying their wider learning and knowledge.
The approach is frequently used in disciplines where students need to develop skills and experience but safety issues or cost considerations prevent this happening in the real-world. For example, medical simulators allow students to practice diagnosis and treatment; trainee pilots (and aeronautical engineering students) use flight simulators to learn how an aircraft would react in a variety of conditions without ever leaving the ground.
Virtual trips
A virtual field trip is a guided exploration through the world wide web that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience. (Foley, 2003).
It is a lesson that will take students in an adventure without leaving their classroom. This is a great option to meet experts ‘out in the field’ such as museum tour guides, explorers, marine biologists, zoologists, and scientists to educate your classroom and take them on virtual adventure.
Task
- Read each part of this webquest.
- Open each one of the resources of the webquest.
- Explore each site and make decisions for summarized composition or essay.
Process
Resources for Simulations
List of Phet simulations: https://phet.colorado.edu/en/simulations/category/new
Videos on how to use the Phet simulations:
Edumedia Simulations: https://www.edumedia-sciences.com/en/
Article: https://library.educause.edu/~/media/files/library/2010/2/erb1003-pdf.pdf
Video: https://www.youtube.com/user/MEDICALSIMULATION
Resources for Virtual Trips:
Discovery education virtual trips: http://www.discoveryeducation.com/Events/virtual-field-trips/explore/
Google maps: https://www.google.com.gt/maps?source=tldsi&hl=en
360 Cities: https://www.360cities.net/
Panoramas: http://www.panoramas.dk/
Article: https://www.scholastic.com/teachers/articles/teaching-content/virtual-field-trips/
Video:
Evaluation
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CATEGORY |
4 - Above Standards |
3 - Meets Standards |
2 - Approaching Standards |
1 - Below Standards |
Score |
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Attention Grabber |
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. |
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. |
The author has an interesting introductory paragraph but the connection to the topic is not clear. |
The introductory paragraph is not interesting AND is not relevant to the topic. |
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Sentence Structure |
All sentences are well-constructed with varied structure. |
Most sentences are well-constructed and there is some varied sentence structure in the essay. |
Most sentences are well constructed, but there is no variation is structure. |
Most sentences are not well-constructed or varied. |
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Capitalization & Punctuation |
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. |
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. |
Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. |
Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. |
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Closing paragraph |
The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph. |
The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph. |
The author\'s position is restated within the closing paragraph, but not near the beginning. |
There is no conclusion - the paper just ends. |
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Grammar & Spelling |
Author makes no errors in grammar or spelling that distract the reader from the content. |
Author makes 1-2 errors in grammar or spelling that distract the reader from the content. |
Author makes 3-4 errors in grammar or spelling that distract the reader from the content. |
Author makes more than 4 errors in grammar or spelling that distract the reader from the content. |
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Conclusion
Reflect to yourself
Think of a reflection on the definitions, uses and resources we found in this webquest and how are you planning to use them into your teaching practice.
Teacher Page
This webquest was created by Lcda. M.A. Celeste Lemus