Implementation

=Implementation=

ABC's of Technology: Katelyn Brissey and Jason Cribbs EDET 746 Fall 2013 Implementation November 13, 2013

The implementation took longer than we had hoped, but once it was done, the lesson turned out really well. Below is the summary of what took place in the implementation process.

The implementation took place at Paul Knox Middle School in North Augusta, SC. This was done for a science class, and the topic was about genetics and heredity. The class consisted of twenty-seven 7th grade students.
 * Description of the Institution**

This lesson would be appropriate for just about any middle to high school science classroom. Teachers could easily implement this with the use of iPod Touches as well as iPads.
 * Target Audiences**

The overall goal for this lesson was to have students use iPad technology that they already had in their classroom for more than just research purposes. We wanted to integrate technology in a creative way by using the apps in the Apple App Store.
 * Goals, Objectives, and Activities**

The 7th grade science standards stated: // 7-2.5: //// Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits. //

// 7-2.6: //// Use Punnett squares to predict inherited monohybrid traits. //

We took that information and combined that with the [|national ISTE Standards]. Those standards include creativity, collaboration, critical thinking, and research fluency. We wanted students to get the most out of the lesson in a way that combined both science and technology.

The activities that the students did that helped us reach those objectives and goals. They were able to:
 * Research which were dominant and recessive genes based on a given list.
 * Explain why they thought that an offspring would have a particular set of traits.
 * Discuss and collaborate on their individual explanations.
 * Explore an app that showed the blood type of a baby based on the blood type of the two parents.
 * Evaluate the problem with the app (some students' answers varied here).
 * Calculate the chance of the traits being visible by using an app geared toward that purpose.
 * Create a mock image of the traits they predicted the baby would have after they completed their research.
 * Finally, we were running out of time on the second day, but we managed to get through some of the virtual lab, and the students were able to use Punnett squares to predict traits once again.

The final mock image they created along with their explanations in their lab report were used as data to see if the lesson was successful along with observations of the difficulty and ease each student had with the subject matter.
 * Assessment and Evaluation **

I was a bit unsure what this meant, but I misunderstood the implementation process thinking that we were to write a report after the lesson plan was implemented. It ended up taking two consecutive days (two 50 min class periods). Communication with the teacher has been ongoing throughout the semester, and she will be emailing me the results of the lab reports once she's able to convert them to something we can open on the computer.
 * Timeline for Staff Development **

The content came partially from the virtual lab website and partially from our iBook. The terms they needed to know were typed up on the iPad that was hooked up to the projector. The students used research and the experiment to learn how those words fit into real life. By the end of the implementation process, the students were able to explain what those words meant.
 * Staff Development Program **