review of MERLOT resource

Quality of Content

Does the software present valid (correct) concepts, models, and skills?
The software I reviewed was titled, "Reading, Writing and Rings: The Cassini Mission Literacy Program." It does seem to have valid concepts, models, and skills because it is from an extension of NASA. Since Language Arts has become a forefront of eduction science has taken a back seat. The lesson given integrate writing and reading so that science it integrated into these main curriculums. Skills of compare/contrast pieces and writing paragraphs are appropriate for 3rd and 4th grade skills.

Does the software present educationally significant concepts, models, and skills for the discipline?
The skills presented such as note taking, developing a paragraph from a main idea, identifying important vocabulary and taking a stand on an issue are important Language Arts concepts that can be integrated in science.

Potential Effectiveness as a Teaching-Learning Tool:

What stage(s) in the learning process/cycle could the materials be used?
The stages of the learning process this material could be used for if for exploration and assessment. The skills of paragraphing, main idea, compare/contrast and taking a stand on a topic would already need to be taught. The science lesson given seem to be where then students expand upon their knowledge of these structures by applying new knowledge on the earth, moon, and sun in these Language Arts formats. It also can be used to assess both students knowledge on the science concepts and Languae Arts pieces addressed above.

Explanation or description of the topic/stating the problem.
The science lessons on the website site themselves as, "brining together reading, writing, and science in ways that underscore the belief that scientific thinking and the intelligent use of language go hand-in-hand." Integration of these curriculum areas support language, vocabulary, and comprehension development.

Demonstration of the curriculum/exploration of the problem.
An example lesson was that students read about Saturn. Then they apply the reading skills of visualizing and wondering to the texts about Saturn as they use descriptive words to visualize Saturn and wonder about why it looks and is the way it is.

Practice using the curriculum/analysis of the outcomes from solving the problem.
From hearing information read about the planet Saturn students will draw a picture from the descriptions read. Then they will label their picture using the nonfiction text feature of captions and headings. Students internalize the the science concepts through text features of nonfiction.

Applying the curriculum to "new" problems/application of the outcomes to other problems.
As a final unit assignment students design and test a parachute that would be able to drop from a height an withstand water. They use problem solving skills and writing to develop a plan to test and evaluate.

What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
The learning objectives are that students will integrate reading and writing into this earth, moon, sun science unit to internalize the science concepts taught. They will be using Language Arts skills while moving through the scientific process and through nonfiction texts.

What are the characteristics of the target learner(s).
These are knowledge of nonfiction text students, comprehension strategies, compare/contrast writing pieces and ability to learn and define new vocabulary.

Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
The videos and simulations come from NASA and have the quality since they are straight from a reliable source. The video seem to support the scientific learning more than the integration of Language Arts curriculum since they are about the earth, moon, sun systems,

Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
The videos can be shown from a computer through a projector. However, the texts that the lessons refer to are not linked or described as to where they can be found or where they are from.


Can the software be used in a variety of ways to achieve teaching and learning goals?
The software expands beyond videos since there are podcasts, posters to be printed off, and diagrams that be printed and cut out to be then put together.

Are the teaching-learning goals easy to identify?
The teaching-learning goals are in the foreword of the lessons. However, Grade Level Content Expectations are not linked so I would as a teacher have to match which lessons match the Michigan GLCES.

Can good learning assignments for using the software application be written easily?
The assignments are already written with an outline but the actual directions and step by step process is not easily found or on the site.


Ease of Use:

Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
The menu for the site is on the right hand side and is not overwhelming since when you click on a title then a smaller menu appears. I found the site very user friendly and items were fast to download.


Does the user get trapped in the material? Can the user get lost easily in the material?
Some of the lessons are lengthly to read and the site also has links to solar systems, stars and other planets. You can spend a lot of time exploring it.

Does the module provide feedback about the system status and the user's responses?
I could not find a link like this on the site. There were many positive peer reviews as this materials can be used from kindergarten to 12th grade.

Does the module provide appropriate flexibility in its use?
The lessons do go in sequence but I could see picking and choosing which ones to use and explore since you can focus on them from a literacy perspective or science one or from both.

Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
The videos and images are easy to browse through and are labeled. The lessons are tailored to teachers.

Does the material present information in ways that are familiar for students? Does the material present information in ways that would be attractive to students?
The video, virtual tour and image are load quickly and are easy to browse through by pages or by key words.