High School Earth Science, Iowa Online Databases, Graphic Organizer Exploratree, Blist, PBwiki
As a culminating activity in Earth Science on earthquakes, students are asked to explore two major disasters that have occurred within the past 3 years that were caused by the movement of the earth's plates. Students are asked to respond to the following questions regarding these two disasters: Where were these located? How were their causes alike and different? How could these disasters be better predicted, both in scope and location? What recommendations would you provide to government and relief agencies in order for them to be better prepared to serve people's needs before and after such emergencies? Student groups would research world disasters using Iowa Online Databases to find information that they collect in Blist which is an online database. Using Exploratree, students will take this information and create a flow chart of information. Student teams will work collaboratively in PBwiki and will share their results to the community in PBWiki.
Procedure:
1) Establish student teams and roles
2) Student teams will research recent disasters to select 2 that they will work with
3) Students will use Blist to collect information and image data about the disaster.
4) Using the information in Blist, student teams will create an organization flowchart of their information in Exploratree
5) Student teams will work collaboratively in a PBwiki page to pull together explanations of questions, citations, images and final recommendations.
6) Student teams will post their recommendations for members of the class
7) Other student teams will be invited to share their comments and ask questions to explore.
8) Student teams will use class comments and questions to revise their production and will share the description of the disasters, similarities and differences, predictions of the disaster and suggested recommendations for preparedness.
Essential Skills and Concepts: L: Reads for a variety of purposes and across content areas, Uses a variety of skills and strategies to comprehend complex non-fiction and informational text, Uses an effective writing process, Uses knowledge of purpose, audience, format, and medium in developing written communication, Engages in the information literacy process: accesses, evaluates, and communicates information and ideas, Incorporates technology as a tool to enhance writing, Participates in a variety of communication situations, Listens for information and understanding S: Identifies questions and concepts that guide scientific investigations, Recognizes and analyzes alternative explanations and models, Understands and applies knowledge of Geochemical cycles SS: Understand how physical and human characteristics create and define regions, Understand how human factors and the distribution of resources affect the development of society and the movement of populations, Understand how physical and human processes shape the earth's surface and major ecosystems T: Apply digital tools to gather, evaluate, and use information, Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work, Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities, Demonstrate leadership skills, integrity
Friday, March 6, 2009
Science, Investigate, Apply, Analyze, Collaborate, Communicate
4th Grade Life Science, Explore Learning Gizmos Simulation, School Fusion Classroom Blog
In a culminating activity on food chains on the Prairie, student teams will predict how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill using graphic organizer Inspiration. The student teams will predict the effect of the food chain when one of the item in the chain is suddenly reduced in numbers. Students will then test their predictions using the Explore Learning Food Chain Gizmo. As they test their predictions, student teams will collect data from Explore Learning in the form of images, and charts that will be placed in a presentation created in Animoto. Student teams will create their own question to investigate and share that information on the class blog. Student teams will then share their thoughts of how other food chains would work- ie Ocean
Procedure:
1) Identify student teams and roles
2) Student teams will use Inspiration to record predictions of how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill and when one of the item in the chain is suddenly reduced in numbers.
3) Students will log into ExploreLearning with their student account
4) Student teams will explore the Food Chain simulation testing their predictions
5) Student teams will collect visuals and numeric data during the testing of their predicitons
6) Student teams will use this information in Animoto to explain their findings
7 ) Students will come up with their own question to explore and collect the results.
8) Students will post their question and findings on the class blog (School Fusion Classroom Blog) using appropriate writing skills
Essential Skills and Concepts (Intermediate): L: Uses an effective writing process, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing M: Represent and analyze data using tallies, pictographs, tables, line plots, bar graphs, circle graphs and line graphs, Propose and justify conclusions and predictions based on data S: Generate questions that can be answered through scientific investigations, Use appropriate tools and techniques to gather, process, and analyze data, Incorporate mathematics in science inquiries, Use evidence to develop reasonable explanations, Communicate scientific procedures and explanations, Understand and demonstrate knowledge of structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats, Understand and demonstrate knowledge of how individual organisms are influenced by internal and external factors T: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions, Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area, Utilize digital tools and resources to investigate real-world issues, answer questions, or solve problems E: Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work, Adjust to various roles and responsibilities and understand the need to be flexible to change, Practice leadership skills, and demonstrate integrity, ethical behavior, and social responsibility in all activities, Demonstrate initiative, creativity, self-direction, and entrepreneurial thinking to produce successful outcomes, Demonstrates productivity and accountability by producing quality work.
In a culminating activity on food chains on the Prairie, student teams will predict how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill using graphic organizer Inspiration. The student teams will predict the effect of the food chain when one of the item in the chain is suddenly reduced in numbers. Students will then test their predictions using the Explore Learning Food Chain Gizmo. As they test their predictions, student teams will collect data from Explore Learning in the form of images, and charts that will be placed in a presentation created in Animoto. Student teams will create their own question to investigate and share that information on the class blog. Student teams will then share their thoughts of how other food chains would work- ie Ocean
Procedure:
1) Identify student teams and roles
2) Student teams will use Inspiration to record predictions of how the food chain of hawks, snakes, rabbits and grass will change when one item in the chain becomes ill and when one of the item in the chain is suddenly reduced in numbers.
3) Students will log into ExploreLearning with their student account
4) Student teams will explore the Food Chain simulation testing their predictions
5) Student teams will collect visuals and numeric data during the testing of their predicitons
6) Student teams will use this information in Animoto to explain their findings
7 ) Students will come up with their own question to explore and collect the results.
8) Students will post their question and findings on the class blog (School Fusion Classroom Blog) using appropriate writing skills
Essential Skills and Concepts (Intermediate): L: Uses an effective writing process, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing M: Represent and analyze data using tallies, pictographs, tables, line plots, bar graphs, circle graphs and line graphs, Propose and justify conclusions and predictions based on data S: Generate questions that can be answered through scientific investigations, Use appropriate tools and techniques to gather, process, and analyze data, Incorporate mathematics in science inquiries, Use evidence to develop reasonable explanations, Communicate scientific procedures and explanations, Understand and demonstrate knowledge of structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats, Understand and demonstrate knowledge of how individual organisms are influenced by internal and external factors T: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions, Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area, Utilize digital tools and resources to investigate real-world issues, answer questions, or solve problems E: Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work, Adjust to various roles and responsibilities and understand the need to be flexible to change, Practice leadership skills, and demonstrate integrity, ethical behavior, and social responsibility in all activities, Demonstrate initiative, creativity, self-direction, and entrepreneurial thinking to produce successful outcomes, Demonstrates productivity and accountability by producing quality work.
Science, Investigate, Collaborate, Apply, Analyze
7th grade Life Science, Probes, Polycom, Iowa Online Databases, Google Docs, Cell Phones, Gabcast
In 7th grade Life Science students are studying the health of water areas in Iowa. Students will go out into the local stream area and test water samples for PH, Turbidity, Dissolved Oxygen, and temperature to determine whether the water is sufficient to maintain life. Students will take pictures of the life they find in the stream. Students will analyze the information and explain what steps are needed to improve the water sources and share this out with the community. Using distance conferencing to connect with Iowa Water experts to collect additional ideas and share their findings.
Procedure:
1) Prepare student teams and brainstorm a template/rubric for analyzing water quality
2) Student teams will go to a pond or stream and use the water quality probes (PH, Turbidity, Dissolved Oxygen, and temperature) and wireless handheld to collect data at several areas in the waterway. Student team member B will need to take notes of their observation
3) Student teams will collect images of life that they observe in the waterway using their cell phones and audio blog ( in Gabcast) their observations
4) Student teams will take the data back to the classroom to analyze and compare to what is acceptable for life collaborating in Google Docs (Spreadsheet and Word Processing) using the templates/rubric they have created in class prior to this activity. They will research this using the Iowa Online Databases and Iowa Water.
5) Student teams will collaboratively prepare a presentation in Google Docs to share with their peers.
6) Student teams will prepare questions that they would ask a water expert using Google Docs
7) Using the Polycom to connect to Iowa Water experts in the county, students will share their findings and ask their questions.
8) Using new found information from connecting to the experts and their peers, student teams will revise their presentation which will be published from Google Docs.
Essential Skills: L: Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing, Produces a coherent message, Participates appropriately in one-on-one situations and group settings, M: Understand, interpret, determine, and apply measures of center and graphical representations of data S: Identifies questions and concepts that guide scientific investigations, Select and use appropriate tools and techniques to gather, analyze and interpret data, Incorporate mathematics in scientific inquiry, Use evidence to develop descriptions, explanations, predictions, and models, Think critically and logically to make the relationships between evidence and explanations, Communicate and defend procedures and explanations, Understand and demonstrate knowledge of the social and personal implications of environmental issues E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work, Adapts and adjusts to various roles and responsibilities in an environment of change, Demonstrate leadership, integrity, ethical behavior, and social responsibility in all environments T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information, Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.
In 7th grade Life Science students are studying the health of water areas in Iowa. Students will go out into the local stream area and test water samples for PH, Turbidity, Dissolved Oxygen, and temperature to determine whether the water is sufficient to maintain life. Students will take pictures of the life they find in the stream. Students will analyze the information and explain what steps are needed to improve the water sources and share this out with the community. Using distance conferencing to connect with Iowa Water experts to collect additional ideas and share their findings.
Procedure:
1) Prepare student teams and brainstorm a template/rubric for analyzing water quality
2) Student teams will go to a pond or stream and use the water quality probes (PH, Turbidity, Dissolved Oxygen, and temperature) and wireless handheld to collect data at several areas in the waterway. Student team member B will need to take notes of their observation
3) Student teams will collect images of life that they observe in the waterway using their cell phones and audio blog ( in Gabcast) their observations
4) Student teams will take the data back to the classroom to analyze and compare to what is acceptable for life collaborating in Google Docs (Spreadsheet and Word Processing) using the templates/rubric they have created in class prior to this activity. They will research this using the Iowa Online Databases and Iowa Water.
5) Student teams will collaboratively prepare a presentation in Google Docs to share with their peers.
6) Student teams will prepare questions that they would ask a water expert using Google Docs
7) Using the Polycom to connect to Iowa Water experts in the county, students will share their findings and ask their questions.
8) Using new found information from connecting to the experts and their peers, student teams will revise their presentation which will be published from Google Docs.
Essential Skills: L: Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing, Produces a coherent message, Participates appropriately in one-on-one situations and group settings, M: Understand, interpret, determine, and apply measures of center and graphical representations of data S: Identifies questions and concepts that guide scientific investigations, Select and use appropriate tools and techniques to gather, analyze and interpret data, Incorporate mathematics in scientific inquiry, Use evidence to develop descriptions, explanations, predictions, and models, Think critically and logically to make the relationships between evidence and explanations, Communicate and defend procedures and explanations, Understand and demonstrate knowledge of the social and personal implications of environmental issues E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work, Adapts and adjusts to various roles and responsibilities in an environment of change, Demonstrate leadership, integrity, ethical behavior, and social responsibility in all environments T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information, Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.
Science, Investigate, Collaborate
Middle School Earth/ Physical Science
Digital Microscopes, Animoto, Blist, Cell Phones
In Earth Science students will be investigating the properties of minerals and rocks. They will be expected to find physical properties of rocks and minerals and create an Animoto video showcasing their finds.
Procedure:
1) Student teams will use hand held lenses to look for specific properties of the rocks and minerals on their table.
2) Student teams will use Blist to record their data for each item they work with and take a picture of the item with their cell phone to add to the Blist for recognition of the item
3) Student teams will use digital microscopes to view the rock and mineral properties at a microscopic level and take pictures with the microscope for their presentation
4) Student teams will use Animoto to create a video presentation of 1 of the rock or mineral then have observer describing the earth properties from Blist and what earth process could have helped form it
5) This Animoto will be shared with students, parents, etc.
Essential Skills and Concepts: S: Select and use appropriate tools and techniques to gather, analyze and interpret data, Understand and demonstrate knowledge of our earth’s history based on physical evidence, Understand and demonstrate knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work.
Digital Microscopes, Animoto, Blist, Cell Phones
In Earth Science students will be investigating the properties of minerals and rocks. They will be expected to find physical properties of rocks and minerals and create an Animoto video showcasing their finds.
Procedure:
1) Student teams will use hand held lenses to look for specific properties of the rocks and minerals on their table.
2) Student teams will use Blist to record their data for each item they work with and take a picture of the item with their cell phone to add to the Blist for recognition of the item
3) Student teams will use digital microscopes to view the rock and mineral properties at a microscopic level and take pictures with the microscope for their presentation
4) Student teams will use Animoto to create a video presentation of 1 of the rock or mineral then have observer describing the earth properties from Blist and what earth process could have helped form it
5) This Animoto will be shared with students, parents, etc.
Essential Skills and Concepts: S: Select and use appropriate tools and techniques to gather, analyze and interpret data, Understand and demonstrate knowledge of our earth’s history based on physical evidence, Understand and demonstrate knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties T: Collaborate with peers, experts, and others using interactive technology, Plan strategies utilizing digital tools to gather, evaluate, and use information E: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work.
Wednesday, February 18, 2009
Science, Collaborate, Analyze, Apply
Kindergarten, First Grade Science, Weather.com, Kidpix
Apply and understand observable information about daily and seasonal weather. Throughout the year, children will record temperature using weather.com on bulletin board. They will also record in weather journal what the temperature is today, write & draw a picture of themselves at recess time, making sure to include how they feel (warm, cold etc) and what they are wearing.
Procedure/Learning Cycle:
Engage: After recess have students keep on their outdoor clothing and meet in a circle. Teacher ask-What did you wear to school today? How did you know that it would ok to wear? Discuss the temperature and what they are wearing. Expectation that kids will be making connections with the temperature graphing from Every Day math posted on the wall.
Explore: Students will use weather journal, books, magazines, etc in small group to create weather picture of season. Using weather.com to look at map, daily temp, radar and record on weather bulletin board. ED record daily temp in color zone (ie calendar, graph, daily forecast chart)
Explain: Expect that students will complain that they are getting hot. Encourage students to answer why they are getting warmer inside with their outdoor clothing on. Observe and guide students to make the connection between the difference in temperature outside and inside.
Elaborate: Teacher bring in boots, hats, mittens, etc and talk about why we had to wear these in the winter. Make connection between winter weather and temperatures and spring weather and temperatures.
Evaluate: Record what is feels like right now with your clothes on outside. Have recess.
Record in journal what did it feel like today when you left your clothes on today. Students are scientists collecting data throughout the year and showing off their evidence. They will realize that scientists ask different questions about the same thing. Record different observations on the same day. Review weather journal. Find a red day, green day etc in the weather map and share in pairs what they see.
Split children into small groups: Each group will be given a season to create. The poster will include a tree and people. Students could draw this in KidPix on the computer. The task will be to create a picture with the given season. Students will have weather journals, books, magazines and prior experiences to create authentic posters. Students will create a weather journal of observable changes and temperature. Aug-June
Essential Skills:
L: Uses an effective writing process. Uses writing as a tool for learning. Incorporates technology as a tool to enhance writing. M: Compare different representations of the same data using these types of graphs: bar graphs, frequency tables, line plots, and picture graphs. Use information displayed on graphs to answer questions and make predictions, inferences and generalizations such as likely or unlikely events S: Apply and understand observable information about daily and seasonal weather. Ask questions about objects, organisms, and events in the environment. Use mathematics in scientific inquiry. Use data to construct reasonable explanations T: Use technology to create projects, identify patterns, and make predictions. Use a variety of technology tools and media-rich resources to work collaboratively with others.
Apply and understand observable information about daily and seasonal weather. Throughout the year, children will record temperature using weather.com on bulletin board. They will also record in weather journal what the temperature is today, write & draw a picture of themselves at recess time, making sure to include how they feel (warm, cold etc) and what they are wearing.
Procedure/Learning Cycle:
Engage: After recess have students keep on their outdoor clothing and meet in a circle. Teacher ask-What did you wear to school today? How did you know that it would ok to wear? Discuss the temperature and what they are wearing. Expectation that kids will be making connections with the temperature graphing from Every Day math posted on the wall.
Explore: Students will use weather journal, books, magazines, etc in small group to create weather picture of season. Using weather.com to look at map, daily temp, radar and record on weather bulletin board. ED record daily temp in color zone (ie calendar, graph, daily forecast chart)
Explain: Expect that students will complain that they are getting hot. Encourage students to answer why they are getting warmer inside with their outdoor clothing on. Observe and guide students to make the connection between the difference in temperature outside and inside.
Elaborate: Teacher bring in boots, hats, mittens, etc and talk about why we had to wear these in the winter. Make connection between winter weather and temperatures and spring weather and temperatures.
Evaluate: Record what is feels like right now with your clothes on outside. Have recess.
Record in journal what did it feel like today when you left your clothes on today. Students are scientists collecting data throughout the year and showing off their evidence. They will realize that scientists ask different questions about the same thing. Record different observations on the same day. Review weather journal. Find a red day, green day etc in the weather map and share in pairs what they see.
Split children into small groups: Each group will be given a season to create. The poster will include a tree and people. Students could draw this in KidPix on the computer. The task will be to create a picture with the given season. Students will have weather journals, books, magazines and prior experiences to create authentic posters. Students will create a weather journal of observable changes and temperature. Aug-June
Essential Skills:
L: Uses an effective writing process. Uses writing as a tool for learning. Incorporates technology as a tool to enhance writing. M: Compare different representations of the same data using these types of graphs: bar graphs, frequency tables, line plots, and picture graphs. Use information displayed on graphs to answer questions and make predictions, inferences and generalizations such as likely or unlikely events S: Apply and understand observable information about daily and seasonal weather. Ask questions about objects, organisms, and events in the environment. Use mathematics in scientific inquiry. Use data to construct reasonable explanations T: Use technology to create projects, identify patterns, and make predictions. Use a variety of technology tools and media-rich resources to work collaboratively with others.
Friday, February 6, 2009
Science, Collaborate, Analyze, Apply
9th grade physical science, simulations, word processor (Microsoft Word), Zoho, PBWiki, cell phones, digital cameras, Animoto, VoiceThread
In 9th grade physical science students are studying forces and motion. As a culminating activity, your students will be competing for the job of building a roller coast for Adventureland, a local theme park. Student teams will research how roller coaster work using the online databases. Each team will use a roller coaster simulation to demonstrate the understanding of the skills and abilities necessary to work the company. Once they have demonstrated working knowledge of forces and motion they will be required to submit a job application and a building plan for the position. As part of the competition for the job, each team will build, test and present their roller coaster to a review committee.
Procedure:
1. Teacher explain scenario: An engineer firm is seeking employees to design the best (may be defined by class: might include things like time, height of drops, max speed, “wow factors” (like lops and spirals), etc) possible roller coaster at the lowest cost (materials are given a dollar value), must fit in a 100 m square (model can be built in to scale in 1 square meter)
2. To get hired by the firm student team must complete a “job application” in Microsoft Word to demonstrate basic understanding of the physics relating to building a roller coaster.
Examples could include:
a. Basic knowledge worksheet on forces and motion
b. Demonstrated completion of Roller coaster simulator. Demonstration may include written demonstration of what they learned with drawings of discoveries made during simulation or teacher made questions that the individual is to respond to.
c. Demonstrated completion of roller coaster simulation construction
d. Complete some simple force and motion labs:
how angle of incline affects marble speed
how mass effects speed and distance of rolling food cans
observation of Newtons cradle
how to find the speed of an object
Demonstration may include written demonstration using Zoho of what they learned with drawings of discoveries made during simulation or teacher made questions that the individual is to answer.
3. After successfully completing job application individuals are hired as part of a design team. Teams are given a set of practice materials and some investment “money”. Team is then given some time to try out some designs at making “the best” roller coaster they can.
Materials for this can vary, but an example might be using, tape, cardboard, and paper with a ping pong ball as the coaster. Team to share design discussion, ideas and collaborate on PBWiki.
Each member of the team is to record what they do each day as a work report for their supervisor. What did they try? How did it work? What will they do next?
If they need additional testing material they must use their “investment money”.
Materials: items used to a make coaster
Timing devices
Distance Measurement tools
4. After a set amount of time teams are to present their proposal to the review committee (the class could be the review team or parents or another class) with evidence to show why their project is the best (height of drops, max speed of ball, time to complete run) with a working model. This could also include video of testing and design using digital cameras (cell phones), Animoto and VoiceThread.
5. Presentations are evaluated in an attempt to determine the winner of the best design to award the contract.
Essential Skills and Concepts: L:Uses an effective writing process. Uses knowledge of purpose, audience, format, and medium in developing written communication. Uses writing as a tool for learning. Engages in the information literacy process: accesses, evaluates, and communicates
information and ideas. Incorporates technology as a tool to enhance writing. Considers audience and variables in the speaking situation. Produces a coherent message. Uses appropriate content and conventions for purpose, audience, occasion, and context. M: Builds new mathematical knowledge through problem solving. Applies and adapts a variety of appropriate strategies to solve problems in mathematics and other contexts.Analyzes and evaluates the mathematical thinking and strategies of others. Uses the language of mathematics to express mathematical ideas precisely. Recognizes and uses connections among mathematical ideas and how they build on one another to produce a coherent whole. Recognizes and applies mathematics in contexts outside of mathematics. S: Designs and conducts scientific investigations. Uses technology and mathematics to improve investigations and communications. Formulates and revises scientific explanations and models using logic and evidence. Recognizes and analyzes alternative explanations and models. Understands and applies knowledge of motions and forces. T: Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Apply digital tools to gather, evaluate, and use information. Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work. Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.
In 9th grade physical science students are studying forces and motion. As a culminating activity, your students will be competing for the job of building a roller coast for Adventureland, a local theme park. Student teams will research how roller coaster work using the online databases. Each team will use a roller coaster simulation to demonstrate the understanding of the skills and abilities necessary to work the company. Once they have demonstrated working knowledge of forces and motion they will be required to submit a job application and a building plan for the position. As part of the competition for the job, each team will build, test and present their roller coaster to a review committee.
Procedure:
1. Teacher explain scenario: An engineer firm is seeking employees to design the best (may be defined by class: might include things like time, height of drops, max speed, “wow factors” (like lops and spirals), etc) possible roller coaster at the lowest cost (materials are given a dollar value), must fit in a 100 m square (model can be built in to scale in 1 square meter)
2. To get hired by the firm student team must complete a “job application” in Microsoft Word to demonstrate basic understanding of the physics relating to building a roller coaster.
Examples could include:
a. Basic knowledge worksheet on forces and motion
b. Demonstrated completion of Roller coaster simulator. Demonstration may include written demonstration of what they learned with drawings of discoveries made during simulation or teacher made questions that the individual is to respond to.
c. Demonstrated completion of roller coaster simulation construction
d. Complete some simple force and motion labs:
how angle of incline affects marble speed
how mass effects speed and distance of rolling food cans
observation of Newtons cradle
how to find the speed of an object
Demonstration may include written demonstration using Zoho of what they learned with drawings of discoveries made during simulation or teacher made questions that the individual is to answer.
3. After successfully completing job application individuals are hired as part of a design team. Teams are given a set of practice materials and some investment “money”. Team is then given some time to try out some designs at making “the best” roller coaster they can.
Materials for this can vary, but an example might be using, tape, cardboard, and paper with a ping pong ball as the coaster. Team to share design discussion, ideas and collaborate on PBWiki.
Each member of the team is to record what they do each day as a work report for their supervisor. What did they try? How did it work? What will they do next?
If they need additional testing material they must use their “investment money”.
Materials: items used to a make coaster
Timing devices
Distance Measurement tools
4. After a set amount of time teams are to present their proposal to the review committee (the class could be the review team or parents or another class) with evidence to show why their project is the best (height of drops, max speed of ball, time to complete run) with a working model. This could also include video of testing and design using digital cameras (cell phones), Animoto and VoiceThread.
5. Presentations are evaluated in an attempt to determine the winner of the best design to award the contract.
Essential Skills and Concepts: L:Uses an effective writing process. Uses knowledge of purpose, audience, format, and medium in developing written communication. Uses writing as a tool for learning. Engages in the information literacy process: accesses, evaluates, and communicates
information and ideas. Incorporates technology as a tool to enhance writing. Considers audience and variables in the speaking situation. Produces a coherent message. Uses appropriate content and conventions for purpose, audience, occasion, and context. M: Builds new mathematical knowledge through problem solving. Applies and adapts a variety of appropriate strategies to solve problems in mathematics and other contexts.Analyzes and evaluates the mathematical thinking and strategies of others. Uses the language of mathematics to express mathematical ideas precisely. Recognizes and uses connections among mathematical ideas and how they build on one another to produce a coherent whole. Recognizes and applies mathematics in contexts outside of mathematics. S: Designs and conducts scientific investigations. Uses technology and mathematics to improve investigations and communications. Formulates and revises scientific explanations and models using logic and evidence. Recognizes and analyzes alternative explanations and models. Understands and applies knowledge of motions and forces. T: Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Apply digital tools to gather, evaluate, and use information. Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work. Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.
Science, Collaboration, Analyze, Apply
5th grade, Earth Science, Webquest, Online databases, Google Docs, Inspiration, Google Earth Pro,
In 5th Earth Science students find out that NASA has a goal building a base for humans on the moon as a take-off point for future planetary exploration to visit other planets. Student teams will participant in the webquest Planetary Adventure Base Camp to find what planet they would like to visit. Once they have completed the webquest, students will
Procedure:
1) Each team will work through the webquest
2) Each team will brainstorm their category list (Planning of webquest) using Inspiration to categorize
3) Each team will gather information using the online databases provided by the media center (SIRS, Clipart.com, eLibrary Science, World Book, AP Multimedia Archive, EBSCO, Discovery Education Streaming ) and collaborate using Google Docs
4) Each team will use Inspiration to create a graphic organizer of their information (Analyzing of webquest)
5) Each team will collaborate on the rough draft of the presentation in Google Docs.
6) Each team will use the star view of Google Earth Pro to create their presentation (images, text and links) on the planet of their choice and export the file for the teacher
7) Each file will be imported into a fly by of the planets shared with the class as each team will present their planet.
Essential Skills:T: Use digital media and environments to communicate and work collaboratively,Demonstrate construct knowledge using technology, Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions S: Use appropriate tools and techniques to gather, process, and analyze data, Plan and conduct scientific investigations, Understand and demonstrate knowledge of the properties, movements, and locations of objects in our solar system. L: Uses an effective writing process, Uses knowledge of purpose, audience, format, and medium in developing written communication, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing, Produces a coherent message, Demonstrates use of presentation skills to communicate. E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities.
In 5th Earth Science students find out that NASA has a goal building a base for humans on the moon as a take-off point for future planetary exploration to visit other planets. Student teams will participant in the webquest Planetary Adventure Base Camp to find what planet they would like to visit. Once they have completed the webquest, students will
Procedure:
1) Each team will work through the webquest
2) Each team will brainstorm their category list (Planning of webquest) using Inspiration to categorize
3) Each team will gather information using the online databases provided by the media center (SIRS, Clipart.com, eLibrary Science, World Book, AP Multimedia Archive, EBSCO, Discovery Education Streaming ) and collaborate using Google Docs
4) Each team will use Inspiration to create a graphic organizer of their information (Analyzing of webquest)
5) Each team will collaborate on the rough draft of the presentation in Google Docs.
6) Each team will use the star view of Google Earth Pro to create their presentation (images, text and links) on the planet of their choice and export the file for the teacher
7) Each file will be imported into a fly by of the planets shared with the class as each team will present their planet.
Essential Skills:T: Use digital media and environments to communicate and work collaboratively,Demonstrate construct knowledge using technology, Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions S: Use appropriate tools and techniques to gather, process, and analyze data, Plan and conduct scientific investigations, Understand and demonstrate knowledge of the properties, movements, and locations of objects in our solar system. L: Uses an effective writing process, Uses knowledge of purpose, audience, format, and medium in developing written communication, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing, Produces a coherent message, Demonstrates use of presentation skills to communicate. E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities.
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