Presentations for 11/30/11, about the narrative themes that were used in the units.
Published on: Mar 3, 2016
Transcripts - Narratives slides-fall-11
Teaching & Curriculum – Fall 2011 Narrative / themes <ul><li>Group presentations & voting </li></ul><ul><li>(link to voting in Angel, after hearing the presentations) </li></ul>
Ecology Biome Project – Team 2 Walt Clark & Emily Lawlor Our Project: Entails allowing our students to team up to research a variety of biomes and then record pertinent details (biotic and abiotic factors, food chains/webs, etc) of one they find intriguing using various media sources.
Ecology Biome Project *The students will present their findings to the entire class using videos, PowerPoint, posters, pictures, written work, brochures, or any other form of communication that relates their information to the class. Our students will also need to explain terms using pictures, drawings, and diagrams. *Students will be encouraged to use blogs, the class website, You Tube, and other Internet based sources to expound upon and share their topics/ideas.
Final Project <ul><li>Mid Latitude Cyclone Data Collection Project </li></ul><ul><ul><li>Students will be collecting a series of daily images and data from the same time each day over the course of three days. Their goal will be to observe the changes in the weather (temperature, pressure, etc.) and determine the characteristics of low and high pressure systems. </li></ul></ul><ul><ul><li>No handwritten submissions will be accepted. All questions must be answered in full sentences and well developed paragraphs. </li></ul></ul><ul><li>Data Collection </li></ul><ul><ul><li>Days 1 to 3 </li></ul></ul><ul><ul><ul><li>For each day download and save A surface analysis map, an IR Satellite image and a Radar image. </li></ul></ul></ul><ul><ul><ul><li>For each day, locate a low pressure system on the surface map and select three cities (one from each sector of the low) and record the current weather information in a spreadsheet. </li></ul></ul></ul><ul><ul><li>Day 4 </li></ul></ul><ul><ul><ul><li>Select a US city that the low pressure system passed through. Locate the meteogram from this city, download and save the plot. </li></ul></ul></ul><ul><ul><li>Day 5 </li></ul></ul><ul><ul><ul><li>Pretend you’re a pilot flying from here to either Miami, LA, Seattle, or Dallas. You need to check the weather along the way to make sure you aren’t going tot be flying through any bad weather. Pick three cities along your course (plus your starting point and destination (five total) and record the weather that you will see during your trip in a spreadsheet. </li></ul></ul></ul><ul><li>Questions </li></ul><ul><ul><li>Answer several questions about the satellite imagery and weather data downloaded. Draw conclusions about </li></ul></ul>
Plots and Data Samples
Group 3 Culminating Project Living Environment Unit: Immunity and Disease The project: Students act as epidemiologists to investigate and report on a fictional outbreak that is taking place at the school.
<ul><li>Stages of the Project: </li></ul>Internet Resources Choice of : PowerPoint You Tube Brochure Students develop their own questions
Saving the Rain in Syracuse, NY <ul><li>Problem </li></ul><ul><li>Wastewater treatment plant overwhelmed during storm events </li></ul><ul><li>Untreated wastewater overflow pumped into Onondaga Lake </li></ul><ul><li>Solution </li></ul><ul><li>Rain harvesting program </li></ul><ul><li>Divert stormwater </li></ul><ul><li>One method is the rain barrel </li></ul>
Saving the Rain in Syracuse, NY Class Project Components 1) Research rain harvesting, construct rain barrel 2) 4 stakeholder groups, each outline point-of-view 3) Groups choose an experiment for the harvested rainwater All components will be presented to class using PowerPoint slide show
Code Blue The Circulatory System Students will be introduced to the circulatory system with a scenario involving a life threatening emergency. The inquiry question is What would you do if you entered a room and found someone laying there unconscious? 7 th Grade Science Students will become first aid responder for one session. They will learn to take a pulse, use pressure point and perform cardiac resuscitation on a mannequin. They will also be shown a training defibrillator.
The Circulatory System <ul><li>5 session unit </li></ul><ul><li>Session 1: Emergency scenario – Students become first responders </li></ul><ul><ul><ul><li>Session 2: The Heart – Students learn about the heart through a virtual activity) and by drawing a heart with labels. </li></ul></ul></ul><ul><li>Session 3: The blood Vessels – Students learn about arteries, veins and capillaries. They learn how blood vessels are organized through their body. </li></ul><ul><ul><ul><li>Session 4: The blood – Students learn about the different components of blood. </li></ul></ul></ul><ul><li>Session 5: Learning evaluation – Student engage in a cross word puzzle game. The also write an two paragraph essay describing how oxygen is carried to body cells. </li></ul>7 th Grade Science
Unit-Genetics/Heredity The Case of the bludgeoned Investigator
The project <ul><li>Students: By working in groups of threes, determine which of persons of interest is the perpetrator? What do you think was the motive for this crime? Write the results of your findings and convince a jury of your peers. Also student will conduct a mock trial of the crime investigation. </li></ul><ul><li>Groups will incorporate concepts learned in unit-basic genetics-DNA replication(transcription and translation), DNA structure, pedigree analysis, application of DNA technologies-cloning, PCR, gel electrophoresis, forensics </li></ul><ul><li>Evidence must include analysis the crime scene: </li></ul><ul><li>Blood samples- trails leading from broken flask to the door, dr. Yang’s and on the object used to hit him on the head </li></ul><ul><li>Fibers-hairs, clothing </li></ul><ul><li>Footprints </li></ul><ul><li>Finger prints samples </li></ul><ul><li>Research </li></ul><ul><li>How a crime scene is process and analyze? What instruments are used in the analysis? How are the evidence stored and the data gathered from the analysis? </li></ul><ul><li>What techniques are used in the processing and analysis of a crime scene? </li></ul><ul><li>How are persons of interest interviewed and recorded? </li></ul>
<ul><li>Description of the unit: for two weeks, students (in groups of 3) have been investigating a crime scene. The crime scene took place in our school building, and all the teachers on staff that day are possible suspects . Students have gathered evidence from multiple sources (blood work, hair samples, fiber samples, footprints, interviews, fingerprints, etc.). Now, students are ready to charge a suspect with the crime and defend their accusation in the courtroom. </li></ul><ul><li>Students, now acting as prosecutors , must present their findings in front of a jury (their fellow classmates, and a few administrators, will be the jury ). I will serve as the judge. </li></ul><ul><li>Students must present all of their evidence, and explain how their evidence led them to believe the suspect is guilty. </li></ul><ul><li>Students must also call on an expert witness , who will appear via Skype to corroborate their findings, technique, or logic. </li></ul><ul><li>Students must project an excel sheet that rules out other suspects in the school, they must explain how to run a gel electrophoresis (which will be used to analyze the “blood” samples), and they must provide a visual aide that supports their presentation. </li></ul><ul><li>Finally, the accused and his defense attorney will have the opportunity to question the prosecutors scientific method (I will ask them ahead of time to quiz the students on their knowledge of the microscope, gel electrophoresis, sterile procedure, etc.). Students must convincingly defend their position. </li></ul>Culminating Project: Jury Trial of Suspect
See their MindMeister for more details
Physics – Work and Energy Unit GET A JOB! Eric H, Larry H, Stephen M <ul><li>Students conduct labs and write the corresponding reports from the perspective of a variety of professionals trying to solve real world problems. </li></ul><ul><li>References to how the science they are learning is used in real applications outside of class pop up frequently during lessons. </li></ul><ul><li>Culminating project: groups of students use their knowledge of physics to design amusement park rides. </li></ul><ul><ul><li>Group members take on professional roles: Project manager, research scientist, architect, engineer </li></ul></ul><ul><ul><li>Groups present their design proposal the same way real professionals would to a “town board meeting” acted out by their classmates. </li></ul></ul><ul><ul><li>Students should be practiced at thinking like professionals from their work during the GET A JOB! unit. </li></ul></ul>
<ul><li>Literacy and Communication </li></ul><ul><ul><ul><li>Translating scientific/mathematical concepts into written and spoken language </li></ul></ul></ul><ul><li>Transposing a real world situation into a mathematical format </li></ul><ul><ul><ul><li>Summarizing observations and data in written language </li></ul></ul></ul><ul><ul><ul><li>Formulating necessary limitations and assumptions </li></ul></ul></ul><ul><ul><ul><li>Documentation and explanation of changes to original plans </li></ul></ul></ul><ul><li>Challenge </li></ul><ul><li>Group cooperation </li></ul><ul><li>Creative design </li></ul><ul><li>Data collection and analysis </li></ul><ul><li>Defending their designs </li></ul><ul><li>Public speaking </li></ul><ul><li>Applying what they know </li></ul><ul><li>Pretty much flying solo </li></ul><ul><li>Technology </li></ul><ul><li>Computers </li></ul><ul><li>PowerPoint and data analysis in Excel </li></ul><ul><li>Wiki posting to discuss their work </li></ul><ul><li>Simulations </li></ul><ul><li>Motivation </li></ul><ul><li>Future careers? </li></ul><ul><li>Student driven creations </li></ul><ul><li>Creating a product, not just filling in the blanks! </li></ul>Physics – Work and Energy Unit GET A JOB! Eric H, Larry H, Stephen M
Culminating Project T&C: Science Team 7: Dan Harris Karen Larkin Nov. 30, 2011 Theme: The use of a narrative in the form of a mystery will guide the students along and incorporate information from several topics within the unit. Science often uses deductive reasoning to investigate unknowns. Each Organic Chemistry topic will provide a piece of the puzzle in the inquiry. Once all the topics are discussed, the student investigators will have the information necessary to connect common materials to organic functional groups and their mystery molecule.
<ul><li>Culminating Project Mystery Molecules and their relationship to chemicals more familiar to the students: Students will form groups and actively construct a 3D model both graphically and with a modeling kit. Each group will have a different functional group Student will then pick one of these commonly found products that are made from one of the functional group. They will then research both the model and the product. They will report their findings on the class web site. Students will then collaborate to see which product matches their mystery molecule. The groups will then research the relationship between the mystery molecule and the product and report their findings in a power point presentation. Each individual student will also produce a well researched paper. Finally, each group will be asked to try and guess what the over all unit themed mystery molecule was. Each group that reports correctly will receive 5 bonus points ! </li></ul>