====== Lesson Design ======
//[[http://ezproxy.library.unlv.edu/login?url=http://search.epnet.com/login.aspx?direct=true&db=aph&an=18096751 | Comparison of Curriculum Development Practices]]// by, Kelting-Gibson, Lynn M.
Source:	Educational Research Quarterly, 2005, 29, 1, 26-36.

Uses Wiggins and McTighe's //Understanding by Design// (backwards design model) and Danielson's //Framework for Professional Practice// (knowledge of content & pedagogy, knowledge of students, selection of instructional goals, knowledge of resources, design of coherent instruction, and assessment of student learning in unit and lesson plans). 

====== Design Tools ======

What tools exist for the new roles of teachers, students and parents (nurollz?).


  - WIDS?
  - WebQuest?
  - Moodle / BlackWeb 
  - IDMS

====== Software ======
[[http://goknow.com/Products/ | GoKnow]] - PDA site including PAAM software. (Soloway group)
====== Hardware ======
[[http://grants.hp.com/us/programs/tech_teaching/index.html | HP Grants]]

====== Assessment Tools ======
  - Grade Programs
  - Reporting tools (e.g., [[http://www.idmsweb.com/idms/index.asp?nav=2&subnav=0 | IDMS]])

====== Curriculum Links ======
 - [[http://www.kn.sbc.com/wired/bluewebn/ | Blue Web'n]]
   * Extensive collection of resources. Rated. 
   * Still must drill down to find useful, objective/unit appropriate tools.
   * Wolfram Science site - highly rated, very well designed, but ultimately a rather shallow science dictionary. Wikipedia gave much more in-depth descriptions. [[http://scienceworld.wolfram.com/chemistry/CarbonDating.html | Carbon dating]] from Wolfram vs. [[wp>Carbon dating | Wikipedia]].
   * Proctor & Gamble site - found some more interactive activities - interesting environmental simulation. [[http://www.scienceinthebox.com/en_UK/main/multimedia_en.html | The Formulator]]
   * [[http://manufacturing.stanford.edu/| How Everyday Things Are Made]] came up on the Technology list
Making changes
   * Circles (Japanese)

====== Content ======
  - [[http://www.clarity-innovations.com/foundry/ | Clarity Innovations]] - Numerous useful tools including the Coast-to-Coast Podcast and an edtech news filter.
  - [[http://center.uoregon.edu/ISTE/NECC2005/program/keynotes.php | Weinberger Keynote]] recommended by Strudler. [[Weinberg D. (2005) | Synopsis]]
  - Jimmy Wales (founder of Wikipedia) [[http://www.q-and-a.org/Transcript/?ProgramID=1042 | Interview]] on CSPAN's Q&A. [[Synopsis]]
     - [[http://gollum.easycp.de/en/0,,00.html | Gollum]] - Wikipedia Interface 
  - Jean-Cluade Bradley of Drexel Presentation - [[http://drexel-coas-talks-mp3-podcast.blogspot.com/  | Bradley's BlogSpot]]
    - Screencasting 
    - Podcasting
    - Has an iTunes course
    - [[http://boilercast.itap.purdue.edu:1013/Boilercast/Index.html | Boiler Cast]]
    - Used advanced yahoo search to restrict to creative commons license.
  - [[http://www.unitedstreaming.com/ | United Streaming]] - Videos - subscription required.
  - Business is good for publishers. How much do we spend on 'publications'? Try $873,000,000 . . . in July, 2005. That's just K12. Higher ed kicked in another $883,000,000. From the math I picked up at Wikiversity (jab, jab), that makes for a 1,756,000,000 July. Hmmm, combine that with the $100 laptop and you have 17,560,000 laptops (+ Wikipedia). [[http://www.publishers.org/press/releases.cfm?PressReleaseArticleID=283 | Source]]
  - What does that work out to for the year you ask? "El-Hi (elementary/high school) sales were up 0.1 percent ($4.30 billion), while higher education sales rose 1.8 percent, with sales of $3.45 billion. Standardized test sales grew by 12.4 percent ($923.9 million)." [[http://www.publishers.org/industry/index.cfm | Source]]. $8,670,000,000. hmmm, now we have 86,700,000 laptops. Yeah!
  - According to NCES, in the latest year for which data is available, we had 55 million k-12 students and 16 million enrolled in degree granting institutions. The solution is pretty obvious to me.



======== For Teachers =======
===State Standards===
  *Nevada
    - [[http://www.doe.nv.gov/standards/standscience/sci-physical.html|Physical Science]]
    - Physical Science, Concept A, Matter, Gr3-5 //"Students know **matter** exists in different states (i.e., **solid, liquid, gas**) which have distinct physical properties."//
    - Physical Science, Concept B, Forces & Motion, Gr 3-5 //"Students know Earth's gravity pulls any object toward it without touching it."//
    - Life Science, Unifying Concept A: Heredity Gr 3-5 //"Students know reproduction is an essential characteristic for the continuation of every species."// 

  *California 
    - K-8 by Grade, 9-12 by subj - [[http://www.cde.ca.gov/be/st/ss/scmain.asp| Overview]]
    - Grade 3, Physical Science, 1e //"Students know **matter** has three forms: **solid, liquid, and gas**."//
    - Grade 2, Physical Science, //"Students know objects fall to the ground unless something holds them up."//
    - Grade 2: Life sciences //"2.a Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another."// 

  *Nebraska
    - Physical Science - [[http://www.nde.state.ne.us/ndestandards/ScienceStandards.htm| Source]], 
    - Grades K-1, 1.3.1 //"Observe and classify materials as a **solid, liquid, or gas**."//
    - Grade 8, //"Investigate and describe the influence of gravity on objects in the solar system."//
    - Grade 4, Life sciences //"4.1.1 Describe the various structures of plants and animals necessary for survival and reproduction."//

  *Texas
    - [[http://www.tea.state.tx.us/teks/|Essential Skills]]. Science 7B 3rd Grade //"identify **matter** as **liquids, solids, and gases**."//
    - Grade 3, //"Students investigate magnetism and gravity."//
    - Grade 4, //"§112.6. "Identify characteristics that allow members within a species to survive and reproduce;"//

//Rob - can you add two more standards to this? Science, early grade, content area.// Kendall I added a couple more items. There is definitely some correspondence but I guess my general impression was that there are a lot of difference.

======== For Students =======
   - See science interactions book
     * Concept descriptions
       * Text
       * Visual
       * Auditory (can't be done w/ the text)
     * Activities
     * Review questions
     * New stuff