INSTRUCTIONAL SOFTWARE

Name: Savanna Godowns

Software Title: PhET – Interactive simulations for science and math
URL: https://phet.colorado.edu/
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher) Allows teacher to create customized lessons for students Multi-user or
collaborative functions with others in class Multi-user or collaborative functions with others
beyond local class Accessible to students beyond the school day Accessible via mobile
devices Multiple languages Safety, security, and/or privacy features
Strengths of the Software:
The university of Colorado has created simulations on a variety of topics and on a variety of levels.
Graphics are great, and content is well represented. There is an app, so students can use it on their
phone. All simulations translate to a multitude of languages! Once registered, there are teacher
tips which includes both teacher submitted activities and insights to student thinking about the
simulation.
Suggestions for Improvement:
Some simulations did not contain instructions and it was hard to figure out what needed to be
done. If it was hard for me as a teacher with content knowledge, it would be especially hard for a
student who dos not have that content knowledge. Some simulations were unavailable on my
school’s network.
Standards Addressed:
Georgia Standard Of Excellence:
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships
between structures and functions in living cells.
- d. Plan and carry out investigations to determine the role of cellular transport (e.g., active,
passive, and osmosis) in maintaining homeostasis.

ISTE Standard:
3c: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

Grade Level/Content Area(s): 9th Grade Biology

Bloom’s Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class:

I really enjoyed the pH simulation and would use it in my classroom. This simulation would serve
as an incredible inquiry tool. I would not teach pH to the students prior to using the simulation.
First, students would explore the simulation individually, assuming technology is one to one, for
approximately 30 mins. This allows students to work at their own pace. For this simulation, there
are different levels. Students are required to view both the macro and the micro level. The macro
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level is going to give them a base level understanding, whereas the micro level gives a more in-
depth reason for pH by bringing in hydrogen ions. Then, students pair up and discuss what they
learned. I would provide them with guiding questions to discuss with their partner. These
questions to discuss together and should help guide them to a conclusion about what pH is and
how it is determined. Finally, student pairs share the conclusions they came to. I will conduct this
class wide discussion to lead them to the correct conclusion using student responses and a
projected version of the simulation on the smart board.

Students will complete a short, individual ticket out the door activity. This formative assessment
allows me to see if student understood what determines the pH of a substance. If so, we will move
on and apply this new knowledge to the balance of homeostasis. If not, we will complete a
reinforcement activity which will be differentiated based off of level of knowledge.