Post videoconference activities depend on the needs of the students.  All will use the information later in science during a unit on science and the law in which one topic is laws which protect endangered species.  some may choose sea turtles as one of the three animals included in their English project.

Time Required
NYS Science Standards
Living Environment:  vertebrates, endangered species, effects of human activities on the biosphere
Technology:  use of non-print resources for research purposes

Logistical Planning
Participating students meet with teacher for "working lunch" twice prior to videoconference.  Students gain knowledge of sea turtle using workshets from content-provider and Internet search (www.cccturtles.org is helpful)

Students are taught about videoconferencing behavior (speaking up so microphone picks up voice, awareness of lag time)

No modifications appear to be necessary other than a hearing-impaired students will have preferential seating near the speakers during the actual videoconference.

Technique and Tools:
Initially the teacher will observe the students as they participate in the pre activities and actual videoconference.  Student progress in completing worksheets will be noted via checklist.  Later, the teacher will note evidence of long-term carryover from the videoconference in the answers that the students offer in verbal and written form during science classes and on tests (unit on vertebrates, unit on science and the law).

Teacher will meet with participating student once after the videoconference.  Students will complete a teacher-generated questionnaire regarding student opinions on
a)  enjoyment of the conference

b)  value of the videoconference to enhance student knowledge for science unit on vertebrates and English project on endangered animals

c)  student recommendations regarding if and how the teacher should use this conference with future students.