Science Lesson Class IV Investigating Room Temperature

The lesson involved taking temperature readings of hot and cold water at regular intervals. Students in my class know that alcoholic thermometer is used to measure the temperature of air. They could either use an alcoholic thermometer or a data logger for taking temperature readings. However, my low ability students find it difficult to set up an experiment, use alcoholic thermometer to take temperature readings at regular intervals and create graphs to draw conclusions. I therefore chose data logger for this learning session. 
After putting one sensor in the hot water cup and the other one in cold water cup, students could observe the comparative change in the temperature from the data logger’s computer interface. If they take temperature readings through an alcoholic thermometer, they have to be very alert in taking the readings of both water cups at regular intervals. Using data logger, it was easier to measure minute changes in temperature and students were free from the hassle of taking temperature readings manually. 
Data logger helped students to better understand the procedure of scientific investigation. It handled the task of measuring temperature automatically and therefore students could use their free time to predict and compare the changes in temperature. Observing the graph created by the computer interface of data logger helped students in shaping their understanding about why temperature of the hot and cold water was changing and discussing the reasons behind it. 
Data logger is a user friendly tool that helps students observe, compare and analyze minute changes in temperature with the help of a graph. Connected to a computer, it can be used to display the results as they happen in the form of a graph. Thus data logger decreases the anxiety among the students about taking accurate temperature reading at regular intervals and creating graphs. Using the data logger, the issue of students losing their concentration and forgetting to take the temperature reading at the right time will not arise. Data logger also develops higher order thinking skills among students i.e., analysis, evaluation and synthesis.

Using Google Docs with learners for collaborative work

Google Docs and Learners:

Benefits: Google Docs captures learners’ interest and effectively promote collaborative learning. Less able learners are provided support. Learners’ writing skills are developed.

Limitations: Learners with no internet access at home can not use it after school. Low ability learners give less input and depend more on other class members. Some learners initially find it uneasy to share their ideas with their peers.

Google Docs and Teacher:

Benefits: Very less class time is required to demonstrate the working of Google Docs. Teacher can easily design differentiated tasks for learners. History feature of Google Docs enables the teacher to view the contributions made by each student in creating the document. Learners take more interest in homework.

Limitations: Online behavior of the learners needs to be monitored. Gmail accounts of learners below 13 years of age can not be created. Learners may get distracted with its chat feature so they need be guided to use it constructively.

Google Docs and the Institution:

Benefits: Using Google Docs promotes meaningful collaboration among teachers and learners with an educational purpose. Google Docs can be used to work in partnership with other classes and schools. Learners can use it from home and parents can also get involved. Teachers can use this tool to create lesson plans and other teaching resources collaboratively.

Limitations: School needs to be registered with Google Apps for Education to enable teacher controlled online facilities for learners below 13 years of age.

Conclusion:

Google Docs promotes the learning process by encouraging collaboration among learners. Both the institution and the teachers need to cater for learners’ safety and privacy when using this educational tool.

e-safety issues involved in using Google Docs with students to work collaboratively

·         Students under 13 years can not legally create a Gmail account needed for using Google Docs. To overcome this problem, the school needs to register with Google Apps for Education so that I can monitor the online activities of students.

·         Before the lesson, I took parents’ consent for creating Gmail accounts of learners. Since my school is not yet registered with Google Apps, I sent a note to parents that they can share the password of their child’s Gmail account and supervise them at home.

·         Parents of 3 learners did not give consent for creating Gmail accounts. Therefore, I gave learners the opportunity to contribute on Google Docs using my Gmail ID during the learning session after taking parents’ consent. Later, I sent a web link of students' work to these parents.

·         To ensure safe use of Gmail and Google Docs by the learners, I prepared and shared a handout outlining the e-safety rules for emailing and using Google Docs.