1. Running head: SEALS
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Commercial Fishing and the Impact on Seals
Ashley Bringas
EDU 649 Technologies for Teaching & Learning (Revision)
Dr. Keith Pressey
October 14, 2013

2. Seals
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Commercial Fishing and the Impact on Seals
Introduction
During this program, this author learned many ways to incorporate technology into
education. The author also learned how to focus on learning objectives and on making sure
students are able to focus on those same objectives in an ethical manner. By utilizing the PIE
method of planning, implementing, and evaluating, the author can make sure students are able to
approach a learning topic without being overwhelmed. The teacher can ensure that educational
technology is included in the learning and that the teacher has “structured the approach to
developing effective learning experiences” (Newby, 2011, p. 13). It is with this understanding
that the first assignment from class EDU 649 is revisited and further explored.
Discussion
Based on the assignment submitted in the first week of the course, the author decided to
have her students conduct the research assignment mentioned. The students will need to research
commercial fishing and how it has impacted the seal population in Alaska’s Maritime National
Wildlife Refuge in the last 30 years. Working in teams of two, students will be expected to
conduct internet, telephone, and library research to determine what the seal population was 30
years ago and they will need to determine if the seal population has risen or declined. Students
will be expected to use the Scientific Method to conduct this research and to reach a conclusion
based upon said research. The teams will also be expected to graph their results. After the results
have been reviewed by the instructor, the partners will each write an essay describing their
results and the roles each team member played during the assignment. Upon completion of the

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project, the class will work together to create a video blog to increase awareness about this
subject.
The students involved in this project are in a 9th grade biology course. This is the end-ofthe-year project for these students. They are in the advanced biology class, and have been
focusing on the steps of the Scientific Method throughout the duration of the year. “An
integrated or infused curriculum should be based on a solid understanding of the
scientificmethod” (Karsai and Kampis, 2010). This is their chance to prove that they have
absorbed the material and can put it to use. This also gives the students a chance to work on their
essay-writing skills and their Excel skills. Students will be able to utilize educational technology
throughout the duration of the project, which will enhance their learning experience.
The students in the class are mostly of above-average intelligence. Most of these students
are taking this course to boost their high school transcripts so that they can get into college.
Many of them are from affluent families and have spent the majority of their lives utilizing
technology in different forms. They have used cell phones, spend a lot of time on the internet
with social applications, instant message with their friends, utilize picture and video applications,
and generally have more knowledge of technical applications than many of their older
counterparts. Therefore, this is not a project that should be overwhelming for them. It should,
however, allow them to use this knowledge to enhance their learning experience and to make the
project more interesting so that they maintain their motivation.
The purpose of this assignment is to allow the students to show the accumulation of the
information they have gained over the past year. The textbook suggests the use of the Mager
(1997) method of evaluating learning objectives. This model includes three separate components:

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performance (what students will do to indicate what they have learned), conditions (the
circumstances under which the students are expected to perform), and criteria (the standard that
defines acceptable performance). By the end of this project, the students should be able to have
full comprehension of the following learning objectives:
Use the internet to conduct research and computer applications such as Microsoft Word
and Microsoft Excel to compile data collected
Properly execute the steps of the Scientific Method
Collaborate on the Wiki site throughout project
Create a scientific graph to show collection of data
Write a 3-5 page essay using the appropriate essay-writing techniques in APA format and
two external resources.
Work in a collaborative group to create a video blog
Upon completion of the project, each team should be able to show full comprehension
and execution of all learning objectives. This project will count for 25% of each student’s final
grade. The grading rubric is as follows:
Description
Possible Points
Proper execution of each step of the Scientific
Method
5.00
Clear, easy-to-understand graph that shows the
impact of commercial fishing on seals in the past 30
years
5.00
Team and classroom participation
Use of internet and other resources to collect
information
Integration of technology into assignment
Collaboration on Wiki Site and use of resources
located therein
Page requirement
APA format
Resource requirement
Accuracy of data collected
Total Possible Points
5.00
3.00
2.00
1.00
1.00
1.00
1.00
1.00
25.00

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Students will have access to the grading rubric throughout the duration of the project, and
will be able to refer to it whenever necessary. The rubric will allow the students to make sure
they are incorporating each element into the project, while showing that they understand the
individual components of each element. Students will also have access to a wiki page set up to
give the students instruction on the assignment and to allow for questions throughout the length
of the project.
The student process for this assignment begins with a purpose. The students need to
define the purpose of the assignment. This purpose needs to state that the student intends on
conducting research to determine the impact commercial fishing has had on the seal population
in Alaska’s Maritime National Wildlife Refuge during the last thirty years. This purpose allows
the student to state the area of focus for the paper.
The second step of the Scientific Method is for the students to hypothesize what they
think has happened to the seal population. Students need to have an idea of what they are
focusing on, and it is important for them to guess what they think the results are. The results are
indicative of the research the students do, but a hypothesis sets the student up for what to focus
on during the research phase.
After creating their hypothesis, the students need to gather the materials necessary for the
assignment. The students will need to consult different reliable internet sources for information.
They need to determine whether or not the source is a scholarly source, and they need to make
sure they have all of the materials necessary in order to conduct research that is pertinent to the
assignment. The students may need a computer, internet access, a telephone to call the Wildlife
Refuge, access to Microsoft Word and Microsoft Excel, instructions on how to use the Word and
Excel programs, pens/pencils, paper, and some miscellaneous materials.

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Once the students have the necessary materials, they are then able to begin the procedure
process of the project. This is the most time-consuming part of the project, and the students will
have ample classroom time to complete much of their data-collecting. They will be able to use
the school library, access the Wiki webpage for additional resources, work with their partners
during class time, and receive additional instruction and guidance from the teacher. The teacher
will act as a facilitator for this assignment. The teacher is available to answer questions, help
with some remedial teaching (such as writing guidance), help the students to stay on task, and
help to maintain the motivation for the students.
The teacher will ask the students to update the Wiki page during each phase of the
project. This will help to ensure that all of the students are on the same page and are not
procrastinating or falling behind schedule. Because this project counts for so much of the
students’ final grade, it is imperative that the students try their hardest to stay on top of the
assignment at all times. By updating the Wiki page and turning in each step of the project, the
teacher will also have the ability to make sure that the students are on track with their
assignment, and can provide additional support if necessary.
In the procedure stage of the Scientific Method, the students will be doing a lot of work.
It is important that they are able to keep their data organized so they have an easier time
compiling it later on. The students will be encouraged to keep files on the computer as well as
hard copies so that they can refer to their data whenever the need arises. The teams should also
make sure each person has access to the data at all times, because some of the work will need to
be completed at home, as well.
When the students feel they have been able to compile all the necessary data, they will
then be instructed to begin the organization and conclusion phase of the project. The students

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will need to create a graph that shows the results of their findings. This graph is a very important
part of the assignment, and an example will be located on the Wiki blog. The graph needs to be
clear and easy to understand. It should show, without a doubt, how the seal population has been
impacted by the commercial fishing industry. Students can use Microsoft Excel or another graphcreating software in order to make this graph. Instructions for creating a graph on Microsoft
Excel will also be located in the Wiki blog page. Students should be sure to refer to this page
regularly.
Along with the creation of the graph, the students also need to write an essay that
supports or disproves their hypothesis. This essay needs to be written individually. Until this
point, the students are able to work in teams; however, each student needs to be able to show his
or her own work during the essay-writing procedure. “The increased interest in socio-cultural
perspectives on teaching and learning hasbeen accompanied by a focus on the role of language in
science teaching and learning” (Gyllenpalm, et al., 2010). This is a great opportunity to
incorporate the two subjects. The students have been learning how to write and revise essays in
their language arts class this year; therefore, they should be familiar with all of the steps that go
into a good essay. There will be a reference area within the Wiki blog that students can access if
they have questions regarding this part of the assignment. In collaboration with the language arts
department, the 9th grade language arts instructors have also agreed to proofread the essays for
the students and to offer instruction when necessary. The students should find that they have
plenty of support when completing this phase of the assignment. They can also refer to this
teacher for support if needed.
Once the teams and individual students have completed all of the steps of the final
project, it is ready to be turned in. The students can—and should—submit the project online for

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the teacher to grade. The teacher will follow the grading rubric and will make sure to grade
fairly, taking into account the participation level of each student and whether or not the students
reached the same conclusion the teacher reached.
After all assignments have been graded, the students will come together in class to create
a video blog to increase awareness of the plight of the seals. The students will find videos of the
commercial fishing industry and will include clips of these videos in the video blog. The students
can speak in the blog, and should include sources from their research in the blog. The students
are welcome to use the media arts center in order to complete this assignment, but it must be
done during class time. The teacher, with the help of the media arts teacher, will facilitate this
portion of the project. This video blog will play during the morning announcements and will be
broadcasted to the entire school; therefore, it is important that the students put forth their best
effort when creating this blog.
If the students are able to complete each individual aspect of the Scientific Method and
are able to correctly complete their graphs and accompanying essays, they will prove that they
have mastered the learning objectives for the course and will likely pass the biology course for
the year. These students will have worked hard to prove they know how to conduct research,
compile data, make hypotheses, form conclusions, and work together in groups as well as alone.
This is quite an achievement for the class.
The teacher will also learn much during this project. The teacher will be able to
determine how the students work when alone and when in groups. She will also learn how to
better service students who may need additional support in future classes. The teacher will learn
which technological resources are beneficial for this assignment and which ones need tweaking,
as well.

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This course has offered much in the way of instruction. For one who has not taught in a
class before and found herself very overwhelmed in the beginning of this class, the author has
become much more familiar with lesson plans, objectives, the PIE model, educational
technology, and different websites that support teaching and learning. The author has determined
that this course will be one referred to regularly during the duration of her program, and
appreciates everything learned herein. The teacher can now ensure that educational technology is
included in the learning and that the teacher has “structured the approach to developing effective
learning experiences” (Newby, 2011, p. 13).
Link to online “cheat sheet”: http://mrsabcdbiology101.wikispaces.com/

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Internet Cheat Sheet
Project Outline
1. Using the steps of the Scientific Method, work with an assigned partner to conduct
research to determine the impact of commercial fishing on the seal population in Alaska’s
Maritime National Wildlife Refuge during the past 30 years.
2. Compile your data in the form of a graph.
3. Upon approval of your results by the instructor, each team member will write an essay to
accompany the conclusion your team reached. The team member will also include in the
essay the roles each partner played in the project.
4. All work must be properly cited using APA format and the essay must include 3 outside
sources in addition to the course textbook.
*Once all essays have been graded, the class will work together to create a
video blog to increase awareness on this important topic.
Steps of the Scientific Method
Purpose/Objective—Define the purpose of the assignment and the research required.
Hypothesis—Make an educated guess on what you think the outcome of the research will be.
Materials—Gather the materials necessary to compile all data and research.
Procedure—Conduct the research for the assignment. Compile all data and create agraph in
Microsoft Excel (or similar graph-creating software). (see link for instructions on how to
create a graph).

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Conclusion—Draw a conclusion based upon research created. Write a 3-5 page essay formatted
according to APA style in student handbook. The essay must include a separate title page
and reference page and must include at least two external scholarly sources. For
instructions on how to create an essay, please see the following link: Five Steps for
Writing a Great Essay
Grading Rubric
Description
Possible Points
Proper execution of each step of the Scientific
Method
5.00
Clear, easy-to-understand graph that shows the
impact of commercial fishing on seals in the past 30
years
5.00
Team and classroom participation
Use of internet and other resources to collect
information
Integration of technology into assignment
Collaboration on Wiki Site and use of resources
located therein
Page requirement
APA format
Resource requirement
Accuracy of data collected
Total Possible Points
5.00
3.00
2.00
1.00
1.00
1.00
1.00
1.00
25.00

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References
Gyllenpalm, J., Wickman, P., & Holmgren, S. (2010, June). Teachers' Language on Scientific
Inquiry: Methods of teaching or methods of inquiry?. International Journal Of Science
Education, 32(9), 1151-1172. doi:10.1080/09500690902977457
Karsai, I., & Kampis, G. (2010, September). The Crossroads between Biology and Mathematics:
The Scientific Method as the Basics of Scientific Literacy. Bioscience, 60(8), 632-638.
doi:10.1525/bio.2010.60.8.9
Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011).
Educational technology for teaching and learning (4th ed.). Boston, MA: Pearson
Education, Inc.