Technology supports the earth science learning because it takes a concept that would have been very abstract and makes it more concrete and life applicable. I think that the students would have to focus on learning the concepts first, or they wouldn't even know how to go about navigating the Internet sites or the assignment. For example, I know nothing about atmospheric concentrations, so I would have to do some major research, using technology, before attempting to participate in the plotting activity.
No, the technology is not seamless. First of all, this activity would have to be majorly adapted for any grade prior to 6th grade. To say it's for grade levels 2-12 is astonishing. Because there are so many illegitimate websites, teachers would have to preview sites for the accuracy and provide them for the younger students. Or, older students would need to have several lessons on determining the validity of website information. Also, to have a year long assignment is logistically not possible in most public schools. It would have to be a modified time frame.
Technology contributed to the lesson, because up-to-date information and tools are available. As the textbook says, "books are out of date the minute they are published." Especially with a topic such as global warming, where data is constantly changing, an availability to current data is imperative. In this lesson, technology requires the students to a higher level of thinking. It is multidimensional and encourages the students to see the relationship between various concepts. They discover how the information they are learning is life applicable in ways they would not have been able to without technology. Even the graphing and plotting teaches the use of various modes of technology that could be applied to other areas.
Wikipedia could be used to assist research the earth science terms. The class could create a website or a Blog centered on the project. Any other Web 2.0 traits that make it more interactive would be beneficial.
