The document describes 12 ICT tools that can be used to engage students in science learning. Survey Monkey, Letterpop, and Mindmeister allow students to assess their knowledge, create newsletters on science topics, and make mind maps to visualize information. Simulations on natural selection, frictional force, atoms, the greenhouse effect, and particle motion allow interactive exploration of science concepts. Other tools like Prezi, Dabbleboard, Wordle, and Storybird give students creative ways to research and present information on topics like classification, cell division, the origin of the universe, and states of matter.

1. ICT PORTFOLIO
Michael Jacobs z3293425

2. #1 Survey Monkey
• Survey monkey allows you to find or create an online survey.
• Survey monkey could be used as a way of assessment or self-assessment for
the students. Students can test their knowledge by answering questions and
seeing if they are correct or incorrect. This could engage students who are
interested to know if their knowledge is correct.
• Outcome 4.8: A student describes features of living things.
• Content 4.8.5 humans. a) describe the role of the
digestive, circulatory, excretory, skeletal and respiratory systems in
maintaining humans as functioning organisms.
• In this example, the teacher can use survey monkey to ask questions about
the human digestive system. The teacher must first make the survey or
could find an appropriate survey that has already been made. The survey
would be presented to the students after the information has been learnt, so
that the students can test their knowledge and hopefully correct
misconceptions.

3. http://www.surveymonkey.com/s/2XPTWH5

4. #2 Letterpop
• Letterpop is an online program that allows you to create and share
newsletters.
• Students can create a newsletter and design it however they choose. The
content of the newsletter should relate to content from the syllabus.
Students creative side’s will become engaged as they have the freedom to
design the newsletter as they would like.
• Outcome 4.9: A student describes the dynamic structure of Earth and its
relationship to other parts of our solar system and the universe.
• Content 4.9.2: components of the universe. a) describe some major
features of the universe, including galaxies, stars, nebulae and solar systems
b) use appropriate scales to describe differences in sizes of, and distances
between, structures making up the universe.
• This web 2.0 tool could be used as a major assignment for the students. The
students task is to create a newsletter using Letterpop, to create a futuristic
travel guide to another planet. The travel guide must contain information
involving galaxies, stars, nebulae, solar systems, sizes and scales involving
differences between their planet, earth, the sun and other structures.

5. http://letterpop.com/

6. #3 Mindmeister
• Mindmeister allows you to create an online mind map with text, video and
images.
• Mindmeister allows students to visually see information and links between
information. Many students, in particular visual learning students will
instantly engage with mind maps as they are a visual representation of
content.
• Outcome 5.7: A student relates properties of elements, compounds and
mixtures to scientific models, theories and laws.
• Content 5.7.3: Compounds and Reactions b) classify compounds into
groups based on common chemical characteristics.
• A first hand experiment would engage students well with this content point.
Students will have the compounds in hand and be able classify them into
groups. Mindmeister will be used as the write-up for the results. Major
groupings can be used as headings and links between compounds can show
similarities and differences. The students can then compare their mind map
with their neighbours and the results can be shared across the classroom
(think-pair-share cooperative learning).

7. http://www.mindmeister.com/

8. #4 Picasa
• Picasa allows people to upload, edit and share photos on the internet.
• Students can take photos of their projects or taking photos can be a task for
the students. Taking photos to share with their classmates will
engage, encourage and motivate the students.
• Outcome 4.9: A student describes the dynamic structure of Earth and its
relationship to other parts of our solar system and the universe.
• Content 4.9.5: the hydrosphere b) describe the effect of the forces of the
sun and moon on the hydrosphere.
• (Many different tasks could be done with Picasa, this one would only be
done on a coastal school). The students are asked to take a photo of the
shoreline at the beach (or equivalent) everyday at the same time for a
month. At the time of the picture taken the student must also record the
current moon phase. The images are to be uploaded on to Picasa with the
moon phase at that time. Once the month is finished the students can report
on the relationship between the moon and the tide level. Then the teacher
can expand on gravity and other forces, to explain why they observed what
they did.

9. http://picasa.google.com.au/intl/en/

10. #5 Dvolver
• Dvolver is an online animation movie-making program.
• Students having the freedom to make their own animations will engage
them. Keeping them on task, is more the challenge with Dvolver. The use of
a deadline and presentation date should engage the students but then also
keep them on task.
• Outcome 5.8: A student relates the structure and function of living things
to models, theories and laws.
• Content 5.8.3: the theory of evolution and natural selection b) relate
natural selection to the theory of evolution.
• The students can individually create an animation that explains and gives an
example of natural selection, (e.g. moths: black and white animation). The
students can present their animation to the class and then further verbally
explain the natural selection that took place in their animation and how it
links to the theory of evolution.

11. www.dvolver.com

12. #6 Wikispaces
• Wikispaces allows you to create an online wiki, that students can edit.
• Students can add information to a wiki so that the whole class can see what
they’ve done. Students can share one another's information and this can
give students self motivation to try their best, this can engage the students.
• Outcome 5.8: A student relates the structure and function of living things
to models, theories and laws.
• Content 5.8.3: the theory of evolution and natural selection a) discuss
evidence that present-day organisms have evolved from organisms in the
distant past.
• Students are put into groups. The student groups will be given the
assignment of adding different content to the wiki (jigsaw cooperative
learning). The content will be finding evidence from previous organisms
that link to present-day organisms. Each group will write a summary of two
organisms and how they are linked via evolution. Each group can choose
any organism, but must write their own work.

13. • http://www.wikispaces.com/

14. #7 Google Docs
• Google Docs is a tool that allows students to create a text document online.
People who have been Invited can edit the document.
• Students can work in collaboration to create a text document. This could be
used to give out a research assignment in groups and allow the students to
work in groups or with a partner. Google docs allows students to work
collaboratively even when they are not with each other. Group work can
often motivate and engage students.
• Outcome 5.6: A student applies models, theories and laws to situations
involving energy, force and motion.
• Content 5.6.2: d) analyse qualitatively common situations involving
motion in terms of Newton’s Laws.
• Student are split up into pairs and are asked to write a report together, with
the use of Google docs. The report is to explain Newton’s three laws and to
give everyday examples of these laws. The doc must contain pictures and
should be of three pages length.

15. https://docs.google.com

16. #8 Blogger
• Blogger is a tool that allows you to create and maintain a blog.
• Blogger allows the teacher to create a blog which they can control, including
student’s posts. Blogs allow students to share what they would like. It also
allows students to view one another's work. This gives students motivation
to engage.
• Outcome 5.6: A student applies models, theories and laws to situations
involving energy, force and motion.
• Content 5.6.3: d) compare the characteristics and applications of series
and parallel circuits.
• The teacher creates a blog entitled ‘interesting parallel or series circuits’.
Each student must make one blog post of a common electrical item that
works from a parallel or a series circuit. The student must post an image of
the electrical item and explain why it is in parallel or series formation, not
the other way around.

17. http://www.blogger.com/

18. #9 Prezi
• Prezi is an online presentation tool.
• Prezi allows the students to create their own presentation, which they can
present to the class or the teacher. This can engage the students as, the work
which they are doing is going to be presented to others.
• Outcome 4.8: A student describes features of living things.
• Content 4.8.2: Classification a) classify living things according to
structural features and identify that they have patterns of similarities and
differences
• Each student is given a selected animal by the teacher, to research. The
student’s must research and present their information in a Prezi. The
presentation must include; an image of the animal, structural features of the
animal and the grouping (e.g. mammal) of the animal. The student must
also explain why it has been placed in that group. Then each student will
present their Prezi back to the class. The class can then also discuss
similarities and differences between animals and their groupings.

19. http://prezi.com/

20. #10 Dabbleboard
• Dabbleboard is an online whiteboard.
• Dabbleboard effectively allows students to each have their own whiteboard.
Students can draw, write, link with arrows and do whatever they feel like to
display their information. This freedom can engage students in their creative
side, to display information.
• Outcome 5.8: A student relates the structure and function of living things
to models, theories and laws.
• Content 5.8.1: Cell theory b) identify the role of cell division in
growth, repair and reproduction in multicellular organisms.
• Students will be split up into three major groups (or six or nine, depending
on number of students). Each group is to cover either: growth, repair or
reproduction. Each group will conduct research and display their findings
on Dabbleboard, in regards to the role of cell division in growth repair and
reproduction in multicellular organisms. Then each group will present their
Dabbleboard to the class and information will be shared (jigsaw cooperative
learning).

21. http://www.dabbleboard.com/

22. #11 Wordle
• Wordle is a tool that creates a word cloud.
• Students can become engaged because the major words, or points can be
highlighted. This can be engaging as it can make the content seem quicker
and more simple.
• Outcome 5.9: A student relates the development of the universe and the
dynamic structure of Earth to models, theories and laws and the influence of
time.
• Content 5.9.1: The big bang theory a) discuss current scientific thinking
about the origin of the universe
• Student are split up into groups. Their task is create a presentation Wordle
which they can then present to the class. The student groups must research
into the origins of the universe. Then create a Wordle where, each word
must relate to current scientific thinking about the origin of the universe.
The students in their presentation to the class must expand on each word.

23. http://www.wordle.net/

24. #12 Storybird
• Storybird allows people to create an online book, with images and text.
• Storybird can be an engaging tool for students, as they can create whatever
story they like. The students Storybird can also be presented which can also
motivate and engage the students.
• Outcome 4.7: A student describes observed properties of substances using
scientific models and theories.
• Content 4.7.3: Change of state b) relate energy transfers in melting and
freezing, condensation, evaporation and boiling to the particle model.
• Each student must create a story on Storybird, which demonstrates a change
of state process (e.g. condensation). The Storybird should include
images/animation, an explanation for what type of change of state is
occurring and an explanation as to the energy transfer, in relation to the
particle model.

25. http://storybird.com/

26. #1 Simulation: Natural Selection
• This simulation looks at how natural selection works.
• This simulation is interactive, it allows students to have control. This
interaction has a high potential to engage the students.
• Outcome 5.8: A student relates the structure and function of living things
to models, theories and laws.
• Content 5.8.3: the theory of evolution and natural selection b) relate
natural selection to the theory of evolution.
• Each student can individually play with the interaction. After the students
are familiarised with the simulation, they are asked to restart the
simulation. They are to run through the whole situation and note what
happens when you change a significant factor. (e.g.
mutation, genes, environment…) This will be answered on a prepared
worksheet.

27. http://phet.colorado.edu/en/simulation/n
atural-selection

28. #2 Simulation: Frictional Force
• This simulation allows you to adjust the friction on a skateboarder, who is
on a ramp. You can then view the kinetic and potential energy.
• Some students are interested in skateboarding and this can help them to
engage. Other students can also become engaged as the simulation is
interactive and the student has the control.
• Outcome 4.6: A student identifies and describes energy changes and the
action of forces in common situations.
• Content 4.6.7: frictional force a) describe friction as a contact force which
opposes motion b) identify everyday situations where friction acts.
• Students are allowed a small amount of free time to understand how to use
the simulation. Then, the students must individually change variables (e.g.
skater weight, amount of friction, speed…) and record what happens. The
students can also record what happens when we change more than one
variable at the same time. This will all be recorded on a prepared worksheet.

29. t
http://phet.colorado.edu/en/simulation/e
nergy-skate-park-basics

30. #3 Simulation: Atoms
• This is a simulation that allows you to build an atom, looking at the atom
from a Bohr model perspective.
• This is an interactive simulation that allows students to control and further
understand what is happening. This interaction has a high potential to
engage the students.
• Outcome 5.7: A student relates properties of elements, compounds and
mixtures to scientific models, theories and laws.
• Content 5.7.1 atomic theory a) describe features of and the location of
protons, neutrons and electrons in the atom b) distinguish between
elements, using information about the numbers of protons, neutrons and
electrons
• Each student will be given a small amount of time to familiarise themselves
with the interaction. Each student must open up all the factors
(symbol, mass number…) The students will reset the simulation, then one at
a time add 1 proton (note what happens), 1 neutron (note what happens)
and 1 electron (note what happens). When they note what happens they
must mention what element it is, the number of protons, neutrons and
electrons and whether it is stable or not (on a prepared worksheet). The
students can finish once they have reached 10 protons. Students can then
discuss the relationship between elements and their proton, neutron and

31. http://phet.colorado.edu/en/simulation/b
uild-an-atom

32. #4 Simulation: Greenhouse Effect
• This simulation allows you to observe the relationship between increased
greenhouse gas and the earths temperature.
• This simulation has a high potential to engage students as they can become
engaged with the interactive nature of the simulation.
• Outcome 4.9: A student describes the dynamic structure of Earth and its
relationship to other parts of our solar system and the universe.
• Content 4.9.4: the atmosphere b) describe the importance of atmospheric
gases, including ozone and greenhouse gases, to life on Earth.
• Students will be given a short amount of time to familiarise themselves with
the simulation. Students will then be asked to investigate the question; what
is the relationship between greenhouse gas, infrared photons and
temperature. From this the students can answer questions on a worksheet
about the importance of greenhouse gases and their effects to life on earth.

33. http://phet.colorado.edu/en/simulation/g
reenhouse

34. #5 Simulation: Particle Motion
• This simulation allows you to change the heat and view what happens to the
motions of gas particles.
• This can be engaging for students as it is a quick and easy way to
demonstrate and understand the differences in particle motions (gas) due to
temperature.
• Outcome 4.7: A student describes observed properties of substances using
scientific models and theories.
• Content 4.7.3: change of state a) relate changes of state to the motion of
particles as energy is removed or added.
• This simulation would be used as a quick example of particle motion. The
theory could be explained by the teacher and the students could interact
with this simulation to further understand the theory. Then the students
would answer the question; what happens to particles (gas) in motion when
the temperature is increased? Then the teacher could explain how this
relates to change of state.

35. http://mw.concord.org/modeler/
http://mw2.concord.org/public/part2/heat/page1.cml

36. Spread sheet (Excel) Activity
• Microsoft Excel is software used for spread sheets.
• Microsoft Excel and the use of spread sheets can make life a lot easier for
students. Many simple calculations that can take a long time can be done
very quickly on Excel. If this is well explained to students, it could make
them become more motivated and engaged.
• Outcome 5.6: A student applies models, theories and laws to situations
involving energy, force and motion.
• Content 5.6.2: Newton’s Laws – Motion b) explain qualitatively the
relationship between distance, speed and time.
• Students will be broken up into groups of approximately 4 students.
Students will conduct an experiment where they: measure different
distances (m), walk across that distance and find out how fast they walked
across it in (s). This will be repeated ten times with each student in the
group walking at least twice. Then individually they will input their data into
excel (as can be seen on the next pages screenshot.) Then with directions
from the teacher the students will use Excel's calculation function to find:
speed, total (time, distance and speed) and average (time, distance and
speed). The students can then compare and share their answers with their
neighbours (think-pair-share cooperative learning).

37. Microsoft Excel

38. Database (Access) Activity
• Microsoft access is software used to create and maintain a database.
• Access can allow students to create a database and then also to use that
database. Students knowing that they will use their database later, can give
them incentive to become engaged and work well.
• Outcome 5.7: A student relates properties of elements, compounds and
mixtures to scientific models, theories and laws.
• Content 5.7.3: compounds and reactions b) classify compounds into
groups based on common chemical characteristics.
• Students must create a database on access, for 15 different compounds. Each
compound will have it’s own entry with included data (e.g. state at room
temperature, colour, shiny, group…) that the students must research. Once
the class has finished creating the databases the student’s databases can
undergo a test. The teacher will describe a compound and the students must
conduct a query to find which compound the teacher is describing.

39. Microsoft Access

40. Graphing (Excel) activity
• Microsoft Excel is software used for spread sheets and graphing.
• Excel can create graphs from numerical data. This allows students to view
data visually, which can engage visual learners.
• Outcome 4.9: A student describes the dynamic structure of Earth and its
relationship to other parts of our solar system and the universe.
• Content 4.9.4: the atmosphere a) identify gases that comprise the greater
percentage of air and explain the difference between Earth’s atmosphere and
space.
• Students will research and record which gases make up the majority of air in
earths atmosphere. They will then record this in Excel as percentages. Using
Excels graphing functions, they will then create graphs of the gases.
Students will be asked to create a: pie graph, column graph and line graph.

41. Microsoft Excel