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Marco Polo Evaluation
1. What is the purpose of Marco Polo: Internet Content for the Classroom?
The purpose of Marco Polo is to give educators and students, both in the United States and abroad, a wealth of applicable knowledge and resources across content areas free of charge. The Marco Polo program consists of numerous partnerships along with MCI Foundation, the originator of the program, who provides the technological possibilities for Marco Polo to maintain a high level of up to date information at the touch of a fingertip. The Marco Polo Content Partners, such as Read Write Think, work together to sponsor content specific websites for educators and students. Each website uniquely gives access to lesson plans, classroom activities, and interactive experiences. In addition to the website partnerships, the Marco Polo website also offers professional development opportunities for teachers to stay abreast of current issues in education as well as a network for lesson plans and more specific to state standards. 2. What are five types of Internet Content presented at this site? Five types of Internet Content presented at the Marco Polo site include Teaching Materials, Online Presentations, Learning Activities, Internet Excursions, and Internet partnerships. Examples of Teaching Materials found within the site are worksheets, maps, and activities. Online Presentations from Marco Polo give a more interactive approach through slide shows, audio clips, or even video clips. Thought provoking resources like puzzles, quizzes, or scenarios are the focus of Learning Activities. Students and teachers can join in on adventure and amazement when interacting through Internet Excursions such as under water searches. A final Internet Content possibility is through Internet partnerships connects students with peers around the globe as keypals.
3. Use the Marco Polo Content Index to locate one lesson plan about your unit topic and grade level and answer the following questions: a. Title of lesson plan: Life of a Butterfly b. Author: Kathy Hilliard c. Objectives: To help students understand the life cycle of a butterfly and construct a representation of a butterfly metamorphosis. d. Summarize the main stages of the learning process outlined in the lesson plan. Students begin a five-day learning experience through the life cycle of a butterfly with a listening activity of butterfly life cycle children’s literature to activate any prior knowledge. Day-two of the lesson takes students on an interactive journey through the Children’s Butterfly Site to view each stage of a butterfly’s life cycle while answering a question activity. Butterfly metamorphosis is the main topic of days three and four as students create the changing process through artwork. Day-five concludes the butterfly life cycle lessons with a review and connection of local butterflies using the Internet. e. Type of Internet Content (from the five types above): Teaching Materials (worksheets) and Online Presentations (butterfly websites) f. Internet Activity Structure: Information Collection and Analysis 4. Use the Marco Polo Content Index to locate another lesson plan about your unit topic and grade level and answer the following questions: a. Title of lesson plan: Following the Mealworm’s Metamorphosis b. Author: Faith M. Sohns c. Objectives: · The student will observe instinctive behavior of the mealworm and be able to explain it. · The student will list, on a sheet of paper, the stages of metamorphosis. · The student will list, on a sheet of paper, the color changes insect makes as it experiences stage changes. · The student will list the items used to set up the mealworm project and explain their functions. d. Summarize the main stages of the learning process outlined in the lesson plan. Students set out on a journey to learn about metamorphosis of the mealworm by first showing the class larva of a mealworm. Proceeding to show students the importance of mealworm habitat in the life cycle, students create a habitat using yogurt cups, wheat bran, potatoes, masking tape, markers, and mealworms. As time passes, students will witness the metamorphosis of the mealworm into mealworm beetles. Along the way, students will record observations of changes in journals. e. Type of Internet Content: Teaching Materials (lesson plans) f. Internet Activity Structure: None found, but the integration of Problem Solving (Sequential Creations) through students creating a stage of the mealworm’s metamorphosis online and connecting with a classroom online in another area to continue the stages could have been easily added to the lesson plan. 5. Describe one idea you found at this site that you could apply in your own unit you are creating for this course. In searching through the Marco Polo site, I found many useful ideas with one sticking out more than others. The Learning Activities Internet Content gave way to a Science NetLinks site with lesson plans, online tools, and other resources. After reviewing the online tools, I went to a Bugs Bio resource where students can view many different animals up close with text descriptions. For example, I found more than thirty varieties of butterflies and moths plus much more. The Bugs Bio resource could be a wonderful addition to enhance self-discovery of animal life cycles in my unit.
United Streaming Video Evaluation Instrument
United Streaming is a web-based digital video learning service free to Kentucky public schools and universities. These videos can enhance almost any
topic of instruction.
Register: * Go to the United Streaming Video site at http://www.unitedstreaming.com/. * Use the passcode: C4C4 3E44
* Then complete the free registration form. You can search for any subject, category, and any grade level.
Task: Select two videos about your unit topic and grade level. Use the two evaluation forms below to critique the videos. _____________________________________________________________________________________________
Video Title: Animal Life Cycles
Length of video: 13:53
Name of Evaluator: Jennifer Wilcutt
Date Viewed: 3-6-06
Please rate the video according to the following quality indicators by Highlighting one response for each item (1 equals Poor and 5 equals Exceptional).
Sample response: 1 2 3 4 5
1. Accurate 1 2 3 4 5 Was the content of the video accurate and up-to-date? If not, then the video is not ideally suitable for learning. There may be portions of the content that
should NOT be used, as well as sections that are usable. Please note unusable content in the space provided or on a separate attachment.
The video was accurate and up-to-date in the nature of content pertaining to animal life cycles. Every animal group was represented (amphibians,
mammals, fish, reptiles, insects, and birds) and at least one animal life cycle from each group was reenacted. All parts of the video would add great knowledge to
the content of animal life cycles.
2. Useful in Teaching 1 2 3 4 5 Was the content of the video generally useful? The video should stimulate, motivate and inform the learner to act on the information that was being presented.
Will you incorporate the ideas presented into your life?
The content of the video was useful for teaching. Students would be amazed and in awe of the many animal life cycles represented through the live
footage of each animal. My experiences in the classroom have been that any time students can be exposed to actual photographs or real world video, learning
seems to be enhanced and students connect more to how a topic relates to their world. The ideas represented in the video will be incorporated into my life through
the planning and implementation of my animal life cycle unit. Students will view the video to be introduced and/or review animal life cycles.
3. Bias-Free 1 2 3 4 5 Was the video bias-free, including stereotyping with regard to age, sex, ethnicity, race, physical impairment, values, dress, language, or social class?
The video was definitely bias-free in presentation. A young African American girl and a young Caucasian girl listened as a Hispanic adult explained each
life cycle. The young girls then conducted an animal life cycle review aloud at the end of the video. Thus, students of various backgrounds can relate to the similarities
between themselves and the young girls plus the adult in the video.
4. Content Presentation 1 2 3 4 5 Was the content detail controlled to promote understanding? Did the video simplify complex tasks and avoid introducing extraneous information? Did it try to cover
too much material or introduce too much detail?
The content was controlled to promote understanding and the information presented was simplistic. The information on each life cycle was detailed and gave
plenty of supporting evidence along with text titles for student viewing. The video needed all the information presented to cover the topic completely and successfully.
5. Integration Possibilities 1 2 3 4 5 Can the video be easily integrated into the learning environment by adding emphasis to or supplementing more traditional methods? Did the video bring remote
experiences and places to the learner?
The video can be integrated easily into the learning environment to add emphasis to any unit on animal life cycles in the area of technology. Students in
today’s learning environments need amble exposure to technological opportunities and United Streaming in general including the specific video reviewed help make
such exposure possible. Students could view such videos independently, in cooperative groups, or as a whole class to enhance and build on the topic of animal life cycles.
The video did bring remote locations such as the complete life cycle of a frog under water at birth and on land later in life when the cycles begins again.
Students may not have seen tadpoles at birth or the formation into the frogs many see. Under water occurrences are not possible without such videos.
Type Any Comments about the Video Here:
The Animal Life Cycle video I viewed was wonderful with live video clips depicting the life cycles of various animals. Each animal classification was
represented on the video including mammals, amphibians, insects, reptiles, fish, and birds. Different life cycle examples viewed were frogs, dogs, and humans plus
more. An important aspect of some life cycles, metamorphosis, was also included on the video with an excellent example of simple versus complete metamorphosis.
The narrators for the video included two younger children and an adult lady. The adult did most of the narration, but the children conducted the video
review. The end of the video consisted of a life cycle review thoroughly covering content from the video using life cycle illustrations.
How could you use this video in your technology unit for this class?
The video would be a great way to introduce or even review my unit on animal life cycles. If used as an introduction, students could review the animal
classification previously covered along with gaining some new knowledge on various life cycle stages. The video could also be utilized as a unit review with students
reviewing many of the life cycles covered within the unit such as the life cycle of a frog. The life cycle PowerPoint created for my unit included some of the same
animal life cycles as viewed on the video. For example, the life cycle of a frog and butterfly both on the video and PowerPoint compliment each other well. Such a
connection help to keep learning consistent and ongoing.
Video Title: Amphibians, Fish, Reptiles
Length of video: 26:39
Name of Evaluator: Jennifer Wilcutt
Date Viewed: 3-6-06
Please rate the video according to the following quality indicators by Highlighting one response for each item (1 equals Poor and 5 equals Exceptional).
Sample response: 1 2 3 4 5
1. Accurate 1 2 3 4 5 Was the content of the video accurate and up-to-date? If not, then the video is not ideally suitable for learning. There may be portions of the content that should
NOT be used, as well as sections that are usable. Please note unusable content in the space provided or on a separate attachment.
The content of the video was very accurate and up-to-date. The video consisted of specific information on fish, amphibian, and reptile animal classifications
with detailed emphasis on the life cycle of frogs during the amphibian portion of the video. All the information presented was accurate and well aligned with core content
and objectives from my animal life cycle unit.
2. Useful in Teaching 1 2 3 4 5 Was the content of the video generally useful? The video should stimulate, motivate and inform the learner to act on the information that was being presented.
Will you incorporate the ideas presented into your life?
The video content was extremely useful in teaching the animal life cycle of frogs as well as reviewing detailed information of fish, reptiles, and other
amphibians like toads and salamanders. The video used wonderful video footage to enhance each animal group and the frog life cycle in particular. The up close
video of each animal gave a feeling of actually being able to reach out and touch the animal. The video was viewed on a SmartBoard making the experience breathe
taking and even more exciting! The video footage will be incorporated into my animal life cycle unit as a detailed learning of amphibian life cycles.
3. Bias-Free 1 2 3 4 5 Was the video bias-free, including stereotyping with regard to age, sex, ethnicity, race, physical impairment, values, dress, language, or social class?
The video was bias free through the narration and guiding of a preteen girl who seemed to be of Asian decent. Although the girl did predominantly guide
the video, a Caucasian adult expert in the area of amphibians and an Australian expert in the area of reptiles gave assistance. Students can relate to the preteen girl as
well as experience the global exposure from adult perspectives.
4. Content Presentation 1 2 3 4 5 Was the content detail controlled to promote understanding? Did the video simplify complex tasks and avoid introducing extraneous information? Did it try to
cover too much material or introduce too much detail?
Video content was controlled to promote understanding of animal classifications and the life cycle of frogs. As with the previous video viewed, title text
was used during the introduction and explanation of terminology as well as bulleted during a review of each topic at the end of the video. The visually friendly text
and video clips partner together to produce a well covered video.
5. Integration Possibilities 1 2 3 4 5 Can the video be easily integrated into the learning environment by adding emphasis to or supplementing more traditional methods? Did the video bring remote
experiences and places to the learner?
The video can easily be integrated into the learning environment adding detail to any animal unit. As mentioned on the above evaluation, technological
exposure is vitally important in the world in which we live. Students need ways to keep learning new and exciting. United Streaming overall does a wonderful job of
providing teachers numerous ways to enhance any content area through technology.
The video could bring students to places not readily available in most areas. The under water and on land video best exemplifies such by taking students
to remote locations to view the life cycle of a frog along with the hatching of baby alligators. For example, students in the area of rural Kentucky where I teach do not
have many opportunities to see an alligator’s birth due to most alligators living in the Southeastern United States.
Type Any Comments about the Video Here:
The Amphibians, Fish, and Reptiles video was exceptional in content coverage and presentation. Although lengthier than other United Streaming videos
I have viewed or implemented in my classroom, the video footage of live animals at various life cycle stages was action packed and exciting to view. Such excitement
would keep any student on the edge of his or her seat awaiting the next piece of information.
How could you use this video in your technology unit for this class?
The video would best be used within the middle to end of my animal life cycle unit. While the video is a wonderful review of amphibian, fish, and reptiles,
the depth of life cycle knowledge is not introductory in nature. Students just learning more about what a life cycle is would be overwhelmed if the video were viewed
at the beginning of the unit. Thus, I could use the video during the more detailed study of life cycles to give students a technological avenue for researching specific
life cycles during lesson such as planning and presenting an animal life cycle PowerPoint.
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