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.
Wednesday, February 18, 2009
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.
Science, Collaboration, Analyze, Apply
Biology, Genetics, Excel, Simulations, Google Docs, Ning,
While studying genetics in high school Biology, teams of students will apply their knowledge of one trait genetics and the punnett square in a Mouse Genetics simulation. Each team will explore with different combinations of mouse parents to see how fur color is passed to their offspring and how these genes are passed down from the parents. Students will explain the thinking process of the father in the Book--- FIND THIS that they read in Literature (about a father whose son did not look like him banishing the son and killing the mother but later finding out that other relatives has the son's eye color) and the reality of what the punnett square looked like for the son.
Procedure:
1) Each team will log into Explore Learning and enter the Mouse Genetics (One Trait) simulation.
2) Each team will experiment with breeding a different combination of parents and using Google Docs spreadsheet to track the findings
3) Each Team will collaboratively analyze their findings regarding recessive and dominant genes in Google Docs.
4) Each team will use the mouse simulation to experiment with breeding to analyze how genes are passed down from parents to offspring by turning on the "Show Genotype" and running the simulation to compare phenotype and genotype.
5) Each team will use Google Docs spreadsheet to track the findings
6) Each Team will collaboratively analyze their findings regarding phenotype and genotype Google Docs and come to a conclusion.
7) Students have been reading the book---- in their literature class. All teams will collaboratively analyze the why the father killed the mother and banished the son, appling what they have learned in genetics to suggest the reality of the situation using NING
8) Each team will write an epilogue to the book published to the community in NING.
Essential Skills: T: Use digital media and environments to communicate and work collaboratively, Apply digital tools to gather, evaluate, and use information. S: Designs and conducts scientific investigations, Understands and applies knowledge of the molecular basis of heredity. L: Reads for a variety of purposes and across content areas, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing. 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
While studying genetics in high school Biology, teams of students will apply their knowledge of one trait genetics and the punnett square in a Mouse Genetics simulation. Each team will explore with different combinations of mouse parents to see how fur color is passed to their offspring and how these genes are passed down from the parents. Students will explain the thinking process of the father in the Book--- FIND THIS that they read in Literature (about a father whose son did not look like him banishing the son and killing the mother but later finding out that other relatives has the son's eye color) and the reality of what the punnett square looked like for the son.
Procedure:
1) Each team will log into Explore Learning and enter the Mouse Genetics (One Trait) simulation.
2) Each team will experiment with breeding a different combination of parents and using Google Docs spreadsheet to track the findings
3) Each Team will collaboratively analyze their findings regarding recessive and dominant genes in Google Docs.
4) Each team will use the mouse simulation to experiment with breeding to analyze how genes are passed down from parents to offspring by turning on the "Show Genotype" and running the simulation to compare phenotype and genotype.
5) Each team will use Google Docs spreadsheet to track the findings
6) Each Team will collaboratively analyze their findings regarding phenotype and genotype Google Docs and come to a conclusion.
7) Students have been reading the book---- in their literature class. All teams will collaboratively analyze the why the father killed the mother and banished the son, appling what they have learned in genetics to suggest the reality of the situation using NING
8) Each team will write an epilogue to the book published to the community in NING.
Essential Skills: T: Use digital media and environments to communicate and work collaboratively, Apply digital tools to gather, evaluate, and use information. S: Designs and conducts scientific investigations, Understands and applies knowledge of the molecular basis of heredity. L: Reads for a variety of purposes and across content areas, Uses writing as a tool for learning, Incorporates technology as a tool to enhance writing. 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
Science, Collaboration, Data Collection
Water Quality Probes, Google Earth, Digital Cameras, Google Docs,
A Science unit on ecology and the environment includes sampling water from a variety of streams for levels (PH, Dissolved Oxygen and Turbidity) before and after a spring rain. Each team will use water quality probes to collect the data on the streams. This data will be shared with all teams. Students will then analyze the information and explain what affects this watershed would have on the life in the area. Students will propose ideas to repair or keep the stream healthy.
Procedure:
1) Teams will be instructed on appropriate use of the water quality probes.
2) Each team will take the probes to the stream or water shed and collect samples from different points on the water shed.
3) Each team will use digital cameras or cell phones to take pictures of the position of the sample.
4) Each team will download their results to the computer
5) Each team will place the position of their sample on Google Earth Pro
6) Each team will use all collected data and the markers on Google Earth Pro to analyze the information.
7) Each team use Google Docs to collaboratively prepare a presentation to the class of their findings and proposal
8) Each team will do a Google Presentation of their findings to the class to be reviewed by the county DNR Naturalist
Essential Skills: T: Apply Digital Tools to gather, evaluate and use information. S: Apply and understand ways to help take care for the environment , Use tools to gather data and extend the senses. L: Incorporates technology as a tool to enhance writing, Uses writing as a tool for learning. E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work.
A Science unit on ecology and the environment includes sampling water from a variety of streams for levels (PH, Dissolved Oxygen and Turbidity) before and after a spring rain. Each team will use water quality probes to collect the data on the streams. This data will be shared with all teams. Students will then analyze the information and explain what affects this watershed would have on the life in the area. Students will propose ideas to repair or keep the stream healthy.
Procedure:
1) Teams will be instructed on appropriate use of the water quality probes.
2) Each team will take the probes to the stream or water shed and collect samples from different points on the water shed.
3) Each team will use digital cameras or cell phones to take pictures of the position of the sample.
4) Each team will download their results to the computer
5) Each team will place the position of their sample on Google Earth Pro
6) Each team will use all collected data and the markers on Google Earth Pro to analyze the information.
7) Each team use Google Docs to collaboratively prepare a presentation to the class of their findings and proposal
8) Each team will do a Google Presentation of their findings to the class to be reviewed by the county DNR Naturalist
Essential Skills: T: Apply Digital Tools to gather, evaluate and use information. S: Apply and understand ways to help take care for the environment , Use tools to gather data and extend the senses. L: Incorporates technology as a tool to enhance writing, Uses writing as a tool for learning. E: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work.
Wednesday, February 4, 2009
Language Arts, Collaboration
4th Grade: Google Docs, ImaginationCubed, VoiceThread
The fairy tale unit concludes with students teaming up and creating an alternate story line from each team’s favorite fairy tale. Each team will start the tale in Google Docs. The fairy tale must solve a problem that is relevant to children today.
Procedure:
1. Team A will start the introduction to its chosen fairy tale introducing a problem. After saving the Google Doc Team A will open Team B’s fairy tale and add one paragraph to the B Team’s storyline. Team B will move on to Team C’s story and add a paragraph. Each team will add to the next team’s storyline until each team has contributed to each team’s fairy tale. Finally, the original team will write the conclusion of its own fairy tale solving the problem by writing an ending that addresses a relevant solution. The entire storyline is to be edited.
2. After all the fairy tales have been edited, each team will draw pictures for each paragraph using ImaginationCubed.
3. Each team will create a VoiceThread for the fairy tale. Each team member will have a turn reading the paragraphs for publishing on the VoiceThread.
4. Each team will leave a comment on the VoiceThreads of others. The VoiceThread will also be shared with the teams’ parents, etc.
The fairy tale unit concludes with students teaming up and creating an alternate story line from each team’s favorite fairy tale. Each team will start the tale in Google Docs. The fairy tale must solve a problem that is relevant to children today.
Procedure:
1. Team A will start the introduction to its chosen fairy tale introducing a problem. After saving the Google Doc Team A will open Team B’s fairy tale and add one paragraph to the B Team’s storyline. Team B will move on to Team C’s story and add a paragraph. Each team will add to the next team’s storyline until each team has contributed to each team’s fairy tale. Finally, the original team will write the conclusion of its own fairy tale solving the problem by writing an ending that addresses a relevant solution. The entire storyline is to be edited.
2. After all the fairy tales have been edited, each team will draw pictures for each paragraph using ImaginationCubed.
3. Each team will create a VoiceThread for the fairy tale. Each team member will have a turn reading the paragraphs for publishing on the VoiceThread.
4. Each team will leave a comment on the VoiceThreads of others. The VoiceThread will also be shared with the teams’ parents, etc.
Communication
4th Grade Blog
The students have each paired up with a soldier in Iraq. Each student is to create one blog for both the student and the soldier. The blog is to address the current events in Iraq and Iowa. The soldier will add posts when s/he has time and the student also will add posts. The other students in the class my add comments to other blogs as well, addressing the current events and culture.
Possible topics may be climate, landforms, schools, food, housing, children's favorite games, family members, etc.
The students have each paired up with a soldier in Iraq. Each student is to create one blog for both the student and the soldier. The blog is to address the current events in Iraq and Iowa. The soldier will add posts when s/he has time and the student also will add posts. The other students in the class my add comments to other blogs as well, addressing the current events and culture.
Possible topics may be climate, landforms, schools, food, housing, children's favorite games, family members, etc.
Subscribe to:
Posts (Atom)