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Joe Oettinger, Ed.M.

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Archive for the 'Technology' Category

Digital Storytelling: Exercise for the Brain.

Posted by Mr. Oettinger on 13th April 2014

This is an example of the basic animation skills I teach students in a well-equipped computer lab.  For this example, I used PowerPoint to design all of the frames, Windows MovieMaker to produce the video, and a digital recorder for the voiceovers.

Digital storytelling like this is multidisciplinary, creative, expressive, and requires students to make critical choices that affect their communications to a larger audience, all within the context of mastery of nonlinear editing and peripheral technology.  For a lesson/unit like this, student engagement is always very high.

As with anything I teach, I first master the skill so that I can expertly guide students along their journeys.  I made this animation for a grad class in Winter, 2013.  Enjoy!

Posted in Technology, Uncategorized | No Comments »

Cell Division as a Model for Exponential Growth.

Posted by Mr. Oettinger on 13th September 2008

Looking for an interesting way to introduce exponential growth early in your ecology unit?  Here’s a technology-based lesson in which your students can use computers, the internet, and spreadsheet/graphing software to construct this knowledge for themselves.

What you’ll need:

  • computer access (suggested one computer for each pair of students).
  • internet access to www.cellsalive.com.
  • about 45 minutes of class time (one period).
  • graph paper; OR optional spreadsheet software for graphing.

What to do:

Go to the CELLS alive! bacteria cell cam page.  First instruct students how to use the cell cam, and make sure you already have practiced it yourself.  Below the three cell cam frames are buttons you can use to step forward in time by 1, 5, or 20 minute intervals.  This will change the center intermediate frame only.  Or, you can enter a frame number below the frame and click out of the text box to see the frame change.

Start at frame number 1 on the intermediate frame and step forward in time by one or five minute intervals.  You will see the bacteria cells divide.  It is not important to be precise about the exact minute/frame that the cells divide.  As the number of cells increases, it can be difficult to identify the exact frame in which division took place.  Look for an obvious cleavage furrow.  Students will realize after the first couple of cell divisions that the number of cells doubles with each division, eliminating the need to actually count all of the cells formed.  It is okay to estimate which frame the cell division happens.

Have students keep track of time at which each division is observed/estimated and the number of cells at each division.  After stepping through about four hours of cell divisions (takes only a couple of minutes), there will be enough data to graph.

A sample graph of the data will look like this:

Clearly we have exponential growth here.

Note that if if using spreadsheet/graphing software in this lesson, you can first teach your students how to make a simple spreadsheet, format cells for data, and use the chart wizard to graph the data.  A fantastic technology lesson to support your life science topic!

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Posted in Biology, Biology lesson ideas, Ecology lesson ideas, Inquiry, Life Science, Technology | No Comments »