ETIPS

Technology use provides added value to teaching and learning. Educational technology does not possess inherent value but rather it offers immense potential when intentionally coupled with grounded planning and solid teaching. Technology should not be used as filler for lesson plans or as down time for the teacher but rather to enhance student learning on a particular topic. This resource area explores specific options for adding value to classroom through technology but is by no means an exhaustive list.

Elementary

Student-Scientist Partnership

Added Value with Technology:

Access to experts worldwide
Share, compare and contrast data with students worldwide
Collect, analyze and report data through collaboration with students worldwide
Reason about data using multiple representations
Communicate using written, oral and visual presentations

Resources:

Computers with Internet and e-mail access for each group of three to four students
Tools for making scientific measurements of temperature, precipitation, pH and distance
Access to the site: http://www.globe.gov
Introduction: As assistants to GLOBE scientists, students will take measurements in the area around their school and report their data through the Internet. Students can monitor air, water, soil and vegetation and compare their findings with data from other schools around the world. Scientists will use the data to answer questions about the environment and report results to schools. Students acquire information from a variety of sources and use data for education and research in collaboration with scientists and other GLOBE students and communities worldwide.

Outcomes:

Enhance environmental awareness
Contribute to scientific understanding of the Earth
Gather and record information from media sources, direct observation, interviews and experiments
Select and use appropriate measurement tools and measure accurately

Instruction:

Read about the scientists and their work.
Select and visit the study site for measurements.
Learn how to do the measurements and practice measurement and recording techniques.
Make measurements and submit data to the GLOBE Student Data Server.
Study local data and data from other schools around the world.
Record data, reflections on work methods, questions, hypotheses and ideas in a notebook.
Communicate with other schools and the GLOBE scientists.

Assessment:

Students keep a notebook of data collected, analyzed and reported
Peers evaluate individual participation and progress in collaboration
Students write and present reports based on data analyzed

Sample of Student Work: Visit "News and Events" section of the Globe website at: http://www.globe.gov

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Secondary

Accessing Information: Kuru and the Fore

Added Value:

Access to a historical context
Access to current information

Grade Level: 7 to 10

Resources:

Computer
Internet
Science 2000+ CD-ROM (http://www.ddc2000.com/)

Introduction:

The students in an 8th grade science class have been using the Science 2000+ curriculum to study the role of nutrition and disease on a living system. They are working on finding out what is killing the members of the Fore Tribe of Papua New Guinea.

The CD-ROM, which serves as the basis for this curriculum, includes a number of text-based hyper-linked activities along with simulations and video clips. The activities are backed with an extensive set of databases, in this unit that includes extensive information on disease and nutritional factors in humans.

Students at the start of the unit's activities students are introduced to an actual scientific research study on a curious disease that has affected the Fore Tribe of Papua New Guinea. The students, in teams, are given a set of background observations (text and video) and access to databases to help them determine what is going on.

The surprise element is that the disease is caused by a prion similar to
Creutzfeld-Jacob and Mad Cow diseases. Since the outbreak in Europe is still relatively new this provides a great bridge to talking about controlling the spread of the disease. The Internet is used to provide additional information about mad cow disease and the likelihood that it would extend to the United States.

Standards Impacted by Technology:

AAAS Benchmarks

1A (6-8) 2 - Scientific knowledge is subject to modification as new
information challenges prevailing theories and as new theory leads to looking at old observations in a new way.
1C (9-12) 6 - Scientists can bring information, insights and analytical skills to bear on matters of public concern. Acting in their areas of expertise, scientists can help people understand the likely causes of events and estimate their possible effects...
12D (6-8) 3 - Locate information in reference books, back issues of
newspapers and magazines, compact disks and computer databases.

Assessment:

As students work through the unit, you should note a change within their understanding of the problem that is based on new information. Keeping tabs on what students "guesses" are and the direction that they choose for conducting their research should help in assessing progress.
Students can summarize the possible implications of the mad cow disease outbreak in Europe. For example, they could write a letter to a Senator or Representative giving a proposal for either keeping the disease out of the U.S. or on limiting the spread if it is found in cattle here.

Example

This is one of the simulations that use the historical information on Kuru cases among the Fore Settlements. This provides students with visual evidence to suggest that it might be a disease as opposed to an environmental factor or nutritional disorder. This could be compared with the maps of London used by John Snow to pinpoint cholera outbreaks in the late 1800's. For background information and map, see http://www.davidric.dircon.co.uk/1832chol.html and http://www.ph.ucla.edu/epi/snow/snowmap1_1854.html

 

Accessing People: The Jason Project

Added Value:

Access to working scientists

Increase interaction

Grade Level: 4 to 9

Resources:

Five word processor and Internet connected computers
A computer/video projector
Access to the Jason Project at http://www.jasonproject.org

Instruction:

The students of an integrated middle school science class have been studying the issue of change. For example, as part of a physical science unit, they learned about the role of energy in physical and chemical change. Also as part of the broader issue of finding out about how science is carried out, they have been monitoring the developments of the Jason Project.

During the 2001-2002 school year, The Jason Project will be studying the changes in the global climate by examining the oceans, atmosphere, landscape and biology of Alaska. The Jason project uses teams of researchers that are joined by students and teachers. The students at the site (the Argonauts) participate in the research. The scientists and the students are available for online questions.

For one activity, have your students participate in an online question session. The purpose of these sessions is to get the students in the classroom to be a part of the research by posing questions.

Prepare your class by having teams of students develop a set of three questions related to measuring global climate change.

Through discussion, have two teams' pair up to negotiate meaning and to rank the questions according to which will be more useful for getting information on the topic. Each group should generate a list using one computer. As a class, have the students post their questions on the main computer hooked to the computer projector.

As a class look for similarities in the list and think about ways in which you could combine the questions. As a teacher, negotiate meaning by asking for clarification or elaboration as much as possible.

Post your questions to the Jason Project Team. Each team should adopt at least one question from the class discussion.

Standards Impacted by Technology:

AAAS Benchmarks

1C (6-8) 4 - Scientists are employed by colleges and universities, business and industry, hospitals and many government agencies. Their places of work include offices, classrooms, laboratories, farms, factories and natural field settings ranging from space to the ocean floor.

3C (6-8) 1 - The human ability to shape the future comes from a capacity for generating knowledge and developing new technologies - and for communicating ideas to others.

Assessment:

Since this is essentially a lesson on generating questions to be answered, you should be looking for questions that are in an appropriate format (for example, if...is true, then what might happen if...) and that they are likely to generate a discussion (as opposed to a simple yes/no or short answer)

Example

One group of students decided to test if the pH of the water varied over the length of a day. (They repeated this experiment for three days.) The probe was set up to collect the data every half hour and kept in a lock box at the base of a footbridge with the probe in the center of the creek.

Assessment:

One way in which to assess student learning is in the number of correlations that students can find. Another way to assess learning is in the number of questions that it generates. The power of using the technology lies in the ability to easily manipulate the data. This power should lead students to explore a number of different possibilities. Because of the ability to store data for several classes, students will have access to more than just the immediate members of the class. This also affords an opportunity to talk about sample size.

Example

The following movie is a series of screen shots taken using the sample data from an archeological site provided with the Tabletop software. As the picture indicates it is possible to visually represent the data. The power of using this software is in the ability to manipulate the collected data to look at several possible combinations, without manually redrawing a variety of representations. One additional feature in the Tabletop software, is that you can keep track of the data that each icon represents by highlighting the icon to get a pop-up window giving you the complete record. You will need to have the free Quicktime player.

Contributed by Brian Vedder

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Process-Representation: The Children's Book

Added Value:

Eases storage, retrieval and revision.
Facilitates connections.
Allows for multiple representations

Grade Level: 8 to 10

Resources:

Internet connected computers
Hyperstudio (PowerPoint or some similar software)

Instruction:

As one of the performance assessments near the end of a unit on Astronomy, students were asked to prepare a children's science book on some aspect of Astronomy, such as the planets, Haley's comet or the face of the moon. The purpose of this activity is to check for students understanding of the underlying ideas.

To accomplish this task, student pairs are asked to prepare a "book" of at least 10 pages that contain the ideas that are important for the topic. Additional pages can be added to provide more illustrations, for providing supporting details or for purposes of making the "story" more interesting.

The book is made by the inclusion of text, which is essentially a story line, which imbeds the ideas and facts that the students identify as being important. The trick, for the students is to pull together illustrations, movies and graphical elements that show how this information relates to the topic and successfully connects the ideas being presented.

Standards Impacted by Technology:

AAAS Benchmarks

1C (6-8) 6 - Computers have become invaluable in science because they speed up and extend people's ability to collect, store, compile and analyze data, prepare research reports and share data and ideas with investigators all over the world
3C (6-8) 2 - The human ability to shape the future comes from a capacity for generating knowledge and developing new technologies and for communicating ideas to others.
12D (6-8) 3 - Locate information in reference books, back issues of newspapers and magazines, compact disks and computer databases.
12D (9-12) 7 - Use tables, charts and graphs in making arguments and claims in oral and written presentations.

Assessment:

The "book" should include charts, pictures and text elements from multiple sources (including student products) that effectively summarize the topic being presented and demonstrates understanding of how the ideas and facts fit together.
The assessment should be easy to produce, store, retrieve and evaluate.

Example

This is an example of a simple stack that gives information about the planets in the solar system.

In order to view the project, you should download the plug-in from Hyperstudio. You can get it at http://www.hyperstudio.com/downloads/index.html

Process-Extension: Properties of Mystery Chemicals

Added Value:

Eases storage, retrieval and revision
Facilitates connections
Allows for Multiple representations

Grade Level: 9 to 12

Resources:

Internet connected computers
Inspiration software
Instruction:
The students in a chemistry class have been recently doing a series of investigations related to the properties of chemical substances. In this unit, they are given information cards based on 16 mystery substances that have been a part of some of their investigations. Toward the end of the unit, the students are to use their knowledge about physical and chemical properties to help them investigate and then fill in the missing information about the 16 or to generate observations on their own. As a final product for the unit, students are asked to group the mystery substances according to these properties.

Inspiration maps are used to construct bubble maps of chemical properties for each substance. The end product should include a tree map that can be used for looking at the properties of chemicals. This tree map should be used as a basis for identifying ways in which to group the mystery chemicals based on those that are most similar in their properties. (See the diagram below for what each of these would look like.) For more information see: Graphic Organizers.

The purpose of this lesson is for students to connect the ideas about how we describe a chemical substance with our methods for looking at patterns based on these characteristics as a tool for prediction. In this manner it extends the students abilities to not only examine the properties that are typically used to identify an unknown, it also allows them the "added value" of organizing and making sense of how scientists understand the chemical world.

Standards Impacted by Technology:

AAAS Benchmarks

9B (9-12) 3 - Tables, graphs and symbols are alternative ways of representing data and relationships that can be translated from one to another.
9D (9-12) 8 - The way data are displayed can make a difference in how they are interpreted.
9E (6-8) 2 - Practical reasoning, such as diagnosing or troubleshooting almost anything, may require many-step branching logic. Because computers can keep track of complicated logic, as well as a lot of information, they are useful in a lot of problem-solving situations.

Assessment:

The use of the bubble maps and tree maps should force students to ask questions about how to organize the information.
The tree map should be a very visual representation of their understanding of the properties of chemicals.
As an alternative, have the students hand in draft maps, so that you could provide feedback via the notes feature of the program.

Example

Here is a start on a Tree Map being proposed by one student.

Contributed by Brian Vedder

Process-Application: GenScope

Added Value:

Eases complexity
Facilitates connections
Adaptive

Level: 9 to 12

Resources:

Internet connected computers
GenScope

Instruction:

The students in a 10th grade biology class have been studying Genetics. The purpose of this lesson is to simulate what happens to genetic variants in a population that is met with different environmental factors or competitive success.

A conceptual difficulty many students have in biology is the ability to take what happens at the cellular level and think about the impact on a larger population. The GenScope software allows students to take a population of individuals and examine what happens if you put constraints on their ability to be successful.

The first day of this activity is a day to familiarize your students with the population function of the program and to show how to access the functions that will alter the simulation. Working in teams of three, students devise an investigation, to be carried out in one or two subsequent days, in which they look at the comparative success of a genetic phenotype in a population.

Examples of questions that could be investigated include:

If dragons with no legs had an advantage, in that they are healthier if they stay in water, then would the proportion of those types of dragons increase over time?
If dragons with wings can fly then would they have an advantage over other dragons if there were hills separating two populations that kept those without wings from meeting?
If dragons selectively reproduced based upon some feature, for example the presence of horns made a preferred partner, then what would happen to the relative amount of each phenotype in the population?

Standards impacted by technology:

AAAS Benchmarks

4A (9-12) 4 - Mathematical models and computer simulations are used in studying evidence from many sources in order to form a scientific account of the universe.
9B (9-12) 3 - Tables, graphs and symbols are alternative ways of representing data and relationships that can be translated from one to another.
9D (9-12) 8 - A physical or mathematical model can be used to estimate the probability of real-world events.
11B (9-12) 2 - Computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated or repetitive. Therefore computers can show the consequences of applying complex rules or of changing the rules. The graphic capabilities of computers make them useful in the design and testing of devices and structures and in the simulation of complicated processes.

Assessment:

The purpose of this activity is to use simulation software to allow students to apply their knowledge from the genetics unit and from population dynamics to investigate the implications and interconnectedness of these two main areas of biological study. You should assess how well the simulation allows students to draw upon the ideas of both areas within their final report. Also note the types of questions that students ask and whether they change their approach as a product of interacting with the software.

Example

Students conduct an investigation to see what the effect of using color as a factor in choosing a mate would have on the population. Since color is sex-linked, in dragons of course, these students had to go back to their set up to revise their model. Note that all of the amethyst dragons are males and all of the emerald dragons are female.

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Communicate-Represent: It's a Crime!

Added Value:

Increases efficiency
Facilitates multiple representation
Eases revision and reflection

Grade Level: 7-12

Resources:

Computers
Progress Portfolio http://www.progressportfolio.northwestern.edu/general/index.html

Instruction:

The students of a 9th grade Science Foundations course are working on a unit called Scientific Evidence. The purpose of this unit is to provide a format for students to support their explanations and predictions based upon observation and established ideas.

In this activity students are given the details of a crime and are asked to decide who did it. With the decision they will use the evidence that they collect to explain why they have reached that conclusion. Students are given two fingerprints lifted from the site, a set of suspects as well as interviews to be used to solve the crime. For more information describing the activity, see the Crime Scene Information http://www.progressportfolio.northwestern.edu/activities/crime/index.html

The Progress Portfolio software allows students to import pictures as graphics or as screen shots into a page. Combined with text boxes, students can annotate the diagrams to use them to support their idea statements. A great feature of this software program is the ability for students (or teacher) to add electronic notes, like Post-its, on each page to ask questions or provide more detail if needed.

Standards impacted by technology:

AAAS Benchmarks

1C (6-8) 6 - Computers have become invaluable in science because they speed up and extend people's ability to collect, store, compile and analyze data, prepare research reports and share data and ideas with investigators all over the world.
3A (6-8) 2 - Technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation and communication of information.

Assessment:

The program offers many ways to assess student's work. For example, by using the electronic notes, the teacher can provide quick feedback or ask questions. The second measure of the student work should be found in the students use of the technology to produce more thoughtful or reflective responses than would be possible with a paper portfolio. A third element is to look at how pictures, graphs, charts or graphical elements are incorporated as part of the information or evidence that students are using to support their ideas.

Example

Here is an example of an evidence sheet for the crime scene investigation.

Contributed by Brian Vedder

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Lesson Plans and Activities for Scientific Concepts and Applications

International Wolf Center

URL: http://www.wolf.org

Description: The International Wolf Center is concerned with educating people about the lives and issues of wolves. On this site there are quizzes and newsletters available, as well as photographs and online products.

Journey North

URL: http://www.learner.org/jnorth

Description: Journey North engages students in a global study of wildlife migration and seasonal change. Using the Internet, students track the coming of spring through the migration patterns of butterflies, birds and mammals, the budding of plants, changing daylight, and other clues in their local environment. The activities are tied to the science and math curriculum in schools across the continent. By sharing field observations with each other through Journey North, students come to see their own backyards as part of a global ecological system.

GLOBE

URL: http://www.globe.gov

Description: GLOBE is a world wide network of students, teachers, and scientists working together to study and understand the global environment. Teachers and students compile daily, weekly, and seasonal data from their area and submit it to the site. Scientists then apply the information to their global research projects.

SNOW

URL: http://www.cgee.hamline.edu/snow

Description: This collaborative project aims to help students gain a better understanding of snow as a weather phenomenon. The students do such things as generate questions and hypotheses, use primary data, work with physical materials, and examine patterns and trends. It is a great hands on opportunity to learn and develop interest in science.

Chem 4 Kids

URL: http://www.chem4kids.com

Description: This site is fun and instructional on chemistry for kids with concentrations in atoms, reactions, and others. In addition, it also deals with other sciences such as astronomy, biology, chemistry, geography, physics, technology, and other activities.

Dragonfly

URL: http://www.muohio.edu/dragonfly/index.htmlx

Description: This is a fun, investigative site for all ages. It has information and exercises for kids, as well as workshops for teachers. They are designed to promote inquiry-driven approaches to learning and empowerment for teachers, teacher groups, entire schools and districts.

Sponsoring Organizations:

Miami University, Oxford, Ohio - www.muohio.edu/
Center for Human Development, Learning, and Teaching - http://miavx1.muohio.edu/~chdltcwis/

Dr. Internet

URL: http://www.ipl.org/youth/DrInternet

Description: This is an Internet exploration tool designed to assist students with homework and science project research.

Sponsoring Organization: Internet Public Library www.ipl.org/

Helping Your Child Learn Science

URL: http://www.ed.gov/pubs/parents/Science/index.html

Description: This page gives parents the opportunity to educate their children about fun science issues in the home and in the community.

Sponsoring Organization: U.S. Department of Education http://www.ed.gov/index.html

Science Activities Manual K-8

URL: http://www.utm.edu/departments/ed/cece/SAMK8.shtml

Description: This Manual addresses content with an activities approach under the guidelines given by National Science Education Standards. This site places emphasis on the physical and mental aspects of learning science, a.k.a. "touch science." It is enhanced by nicely divided content.

The Year Long Project 1996-1997

URL: http://www.ed.uiuc.edu/ylp/96-97/

Description: This is an innovative elementary school teaching program from the University of Illinois. It offers a great list of resources as well as information on careers and teaching technology.

Thinking Fountain

URL: http://www.smm.org/sln/

Description: This site offers an extensive list of experiments from growing mold to gateau-du-roi.

Sponsoring Organizations:

Science Museum of Minnesota - http://www.sci.mus.mn.us/
Science Learning Network - http://www.sln.org/

MarcoPolo

URL: http://www.wcom.com/marcopolo

Description: MarcoPolo is designed to provide no-cost, standards-based Internet content for K-12 teachers. A comprehensive search engine allows teachers to search for lessons and content by any combination of subject, grade level or keyword.

Sponsoring Organization: MCI WorldCom Foundation

BrainPOP

URL: http://www.brainpop.com

Description: BrainPOP is an interactive website for young people that features award-winning Health, Science, and Technology content in the form of animated movies, comic strips, experiments, activity pages, interactive quizzes and a personal question/answer forum. BrainPOP's content is continually growing. At present, the site has over 90 original animated movies covering Health, Science, and Technology topics.

Science NetLinks

URL: http://www.sciencenetlinks.com

Description: Science NetLinks strives to be a comprehensive "homepage" for K-12 science educators. Users must click into the site and perform a search for desired activities.

Sponsoring Organizations:

American Association for the Advancement of Science - www.aaas.org
MarcoPolo - www.wcom.com/marcopolo

The AskERIC Lesson Plan Database

URL: http://ericir.syr.edu/Virtual/Lessons

Description: The AskERIC Lesson Plan Database contains over 1100 unique lesson plans in many areas including Science. Browse by subject, search the database or explore other sources.

The ArtsEdge Online Teaching Materials Area

URL: http://www.artsedge.kennedy-center.org/teaching_materials/artsedge.html

Description: This site includes curriculum units, lesson plans, web links and other ideas for integrating the arts into classroom teaching across subject areas, including Science. The units and lessons are often correlated to national standards.

Beyond Discovery: The Path from Research to Human Benefit

URL: http://www.beyonddiscovery.org

Description: This site features a project of the National Academy of Sciences. It is a series of case studies that identify and trace origins of important recent technological and medical advances. Topics include: When the Earth Moves (Sea Floor Spreading and Plate Tectonics); Preserving the Miracle of Sight (Lasers and Eye Surgery); The Ozone Depletion Phenomenon and more. See the "summaries" link for general information and access to pdf files that can be downloaded for classroom use.

Virtual Planetarium

URL: http://einstein.stcloudstate.edu/dome

Description: This site contains an online virtual planetarium offering astronomical data, information and resources for students and educators.

Sponsoring Organization: St. Cloud State University - www.stcloudstate.edu

Titles: UM Weather and The Weather Underground

URLs: http://cirrus.sprl.umich.edu/wxnet and http://www.weatherunderground.com
Description: - Two of the best weather sites on the Internet. Up to the minute weather data, maps, forecasts, storm information and more. The data is easy to understand and incorporate into lessons about weather.

Volcano Lessons

URL: http://mac.usgs.gov/isb/pubs/teachers-packets/volcanoes/pdf/

Grade Levels: 4-8

Description: Lessons

Sponsoring Organization: US Geological Survey.

Science Virtual Field Trips

URL: http://www.ecnet.net/users/gdlevin/field_trips.html

Description: More than 25 virtual field trips are included on this site.

PBS Teacher Source

URL: http://www.pbs.org/teachersource

Description: One of the most comprehensive Web sites ever created for preK-12educators, PBS Teacher Source aggregates the educational services that PBS and its local stations provide and helps teachers learn effective ways to incorporate video and the Web in the classroom. Resources are grouped into five subject areas, are searchable by subject, grade level and keyword, and correlated to many sets of national and state educational standards.

National Geographic Xpeditions

URL: http://www.nationalgeographic.com/xpeditions/main.html

Description: Technical, online simulations that users can manipulate to understand geographic and environmental concepts are a unique part of the National Geographic website.

ENC Lessons and Activities

URL: http://www.enc.org/classroom/lessons/nf_lessci.htm

Description: ENC Lessons and Activities has science lessons, activities and web sites indexed.

Sponsoring Organization: Eisenhower Clearinghouse - www.enc.org/

National Wildlife Foundation

URL: http://www.nwf.org/nwf/education/index.html

Description: Lessons, activities and resources regarding environmental education issues are located at the National Wildlife Foundation website.

Annenberg/CPB Projects Exhibits Collection

URL: http://www.learner.org/exhibits

Description: This site is offering high quality interactive learning experiences with topics such as "Amusement Park Physics", "Garbage", "Volcanoes", and "Personality". These are excellent multimedia projects that can be used as the basis for lessons.

Eisenhower National Clearinghouse for Math and Science

URL: http://www.goenc.com

Description: A comprehensive resource for math and science teachers that includes lesson plans, activities, curriculum resources, and professional development.

American Museum of Natural History

URL: http://www.amnh.org

Description: A number of online scientific explorations are available at the museum's homepage.

Titles: The Nine Planets and Views of the Solar System

URLs: http://seds.lpl.arizona.edu/nineplanets/nineplanets and http://www.hawastsoc.org/solar/eng/homepage.htm

Description: These are two excellent sites for text and multimedia information on our solar system and beyond.

Farm School

URL: http://www2.kenyon.edu/projects/farmschool/

Grades: Elementary

Description: This is a wordy site but with the help of a teacher could become an excellent source of farm life for city kids. This includes history, family life, background of Amish families and much more. Kenyon College of Ohio is the agricultural institution base for this project.

Sponsoring Organization: Kenyon College - http://circle.kenyon.edu/

Kids Korner

URL: http://www.mda.state.mi.us/kids/

Grades: Elementary

Description: This kids page is for young children with lots of colorful pictures. It is wordy and will require an older reader to navigate through the learning here. Older students might look at this to determine how it could be made more age appropriate for little ones AND show what they have learned by building their own web site.

Sponsoring Organization: Michigan Department of Agriculture - www.mda.state.mi.us/

USDA for Kids

URL: http://www.usda.gov/news/usdakids/

Grades: K-8

Description: This is a page of government links to information about food health, Smokey the Bear, Weather past and present, conservation, a coloring book to order for little ones and much more. It is keyed to be used in English or Spanish and has hot links for just about any student project in any content area through grade 8. Great teacher resource but will take some work to use it well.

Sponsoring Organization: United States Department of Agriculture - www.usda.gov/

Iowa Farmer Today's Corn Cam

URL: http://www.iowafarmer.com/corncam/corn.html

Description: Prairieburg, Iowa, near Cedar Rapids is the site of a farm cam that records the birth and death of a cornfield. It turns off for it’s winter respite but returns each April. There are past pictures and lots of information about corn and what the farmer is doing because of growth or weather or the natural progression of production.