Introduction to IDP Museum Project March 2017 Doc A

Introduction to IDP – Museum Project – March 2017 Doc A

IDP – Public Health Museum

Congratulations! The City of Los Angeles has awarded to the California Academy of Math & Science [CAMS] a block grant to establish a series of museums on important issues related to Los Angeles.

Each museum topic will be given its own space for display. Your cohort is responsible for organizing itself in a way that allows every student a meaningful opportunity to contribute to the task at hand. Teamwork, open communication and solid organization are the keys to being successful.

The general topics by cohort are: Bucko: Environmental Health (Orange) Brennan: Healthy Living (Yellow) Figueroa: Emergency Preparedness (Green) Gonzales: Food Safety (Red) O’neill: Disease (Blue)

Below is an explanation of the tasks for which you are responsible. 1. Exhibits

o Your task is to transform an ordinary classroom into an interesting, insightful, and interactive museum. Bulletin boards, available wall space, 3-D models and tri-fold boards are all fair use for your cohort as you strive to teach others about your topic. o Like all museum exhibits, you must make sure there is a logical flow in how the information is presented. One display should flow into the next, telling a story about your topic in a way that makes sense to a museum visitor. o In covering your topic, you must be sure to address issues that relate to each of the core curriculum courses that you take as a junior; U.S. History, American Literature, Mathematics, Biotechnology and Chemistry. Further on in this handout, each core curriculum instructor has explained how you will be assessed in their area. To that end, when you address a particular curriculum area, use the color associated with that area so that it will be duly noted. o Being Green – The use of recycled materials to build your museum needs to be a recurring theme throughout and this use of “green” materials should be apparent to visitors

In addition, your museum as a whole should address past, present and future as it relates to your topic and specifically how it relates to the Los Angeles, southern California region.

Past - What role does the natural topography of Los Angeles play? What impact has past human behavior had on your issue?

Present - What is the current state of affairs? Are there attempts presently to address the topic? What are the costs involved? Are there people opposed to change? What are the political and social implications?

Future - Looking 5-15 years into the future, what progress will be made relating to this topic in Los Angeles? What roles will science, math and engineering play? What political, social and scientific obstacles will remain?

1 Introduction to IDP – Museum Project – March 2017 Doc A History – (highlighted in Orange)

Student will need to demonstrate a variety of historical analytical skills including: chronological and spatial thinking using a variety of primary and secondary sources; historical research interpreting relevant primary and secondary sources; interpretation showing connections between events, cause and effect, context and predictions. I will be looking to see that the primary sources as well as their interpretations, conclusions and predictions in relation to the overall project are imbedded within the museum itself. For more specifics, please see the history rubric.

American Literature – (highlighted in Yellow)

 The exhibit presentation must be informative, cogent and aesthetically pleasing.  Your museum exhibits must include referenced American literature, American music or American art that has an obvious relationship to your topic. Examples of this might be a replica of an American painting, quotes from American literature or appropriate background American music.  The exhibits should be accurately parenthetically referenced on the display, with a complete citing on a formal Works Cited Page.

Mathematics – (highlighted in Green)

 Two graphs, appropriately labeled and scaled, that shows past and present data concerning a specific aspect of your topic and how this data can be described using algebraic functions and used to predict future behavior / trends.  One way that Algebra and/or Pre-calculus (formulas, calculation methods, functions that describe a specific behavior) is used in the understanding or research of your topic. Explain thoroughly so that a person with average, high school understanding of Algebra can understand it.  One way that Geometry and/or Trigonometry (distances, characteristics of circles and other shapes, relationships between sides / angles, spatial measurements) is used in the understanding or research of your topic. Explain thoroughly, so that a person with average, high school understanding of Geometry can understand it.  Use an accurately scaled and labeled drawing of the layout of the classroom to create a blueprint of the museum displays and how the room will be organized.

Biotechnology – (highlighted in Red)

Your museum will include a minimum of three aspects of Biotechnology that are associated with your museum topic. All terminology must be accurately used and explained in a manner that would be understood by the general public. Your Biotechnology book provides a good example of the depth of knowledge expected. Use of visuals, models and interactive exhibits will be required. See the Biotechnology rubric for more details.

Chemistry – (highlighted in Blue)

Your museum will include a minimum of three chemical processes that are associated with your museum topic. These processes must be thoroughly explored in such a way that visitors will understand the process and how it relates to the topic on much more than a superficial level. All chemical terminology should be used and explained in a manner that would be understood by the general public. Remember, your museum is supposed to “teach” others about what you have learned. Each process should be shown using balanced chemical equations

2 Introduction to IDP – Museum Project – March 2017 Doc A and your exhibits must include quantitation that would be necessary for experts of your topic to use when taking each chemical process into account. See the Chemistry rubric for more details.

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2. Website Most modern museums have a website that contains both practical information about museum hours, location, costs, etc and content information about their permanent and temporary exhibits. Your group task is to design a website and host it on the Internet. You will be judged on both the aesthetics and the content of the site. It is advisable for you to spend some time looking at the websites of local Los Angeles museums.

3. Educational/Career Flowmap x3 When visitors arrive at a museum, they are usually given a brochure summarizing the museum exhibits. Your group must do the same. Be sure to include the website address for those that might want more information online.

4. Documentary Film Create a 4-6 minute film on your topic. The film might be a general overview of your museum content or it may choose instead to focus on one specific aspect or exhibit. Your film should address your content in a way that cannot be done through more traditional means.

5. Historians

Each museum must document the process of making the museum. This notebook will include copies of your museum flyer, your documentary film, your museum blueprint, as well as photos of the process of making and assembling the museum. A detailed list of what must be in this museum notebook, as well as how it should be organized will be given to you as a separate handout.

6. Museum Hospitality / Docents Each cohort needs to create a schedule of students whose task it is to greet museum visitors and escort them through the museum. Their base of knowledge needs to extend beyond the written information exhibited. Docents are not supposed to present the material of an exhibit. Instead they are there to clarify information or to help visitors with interactive exhibits.

Museum Night Your museum will be on display for the school on Thursday, May 26th during the morning from 9 A.M. to noon. Then, your museum will be on display for your family and friends in addition to the CAMS community from 6:00 to 8:00 of that same day. Clean-Up On Friday, May 27th you will clean up the rooms you used for your museum. Every student is expected to help in the clean-up.

 In order to receive an optimal grade, students will be present for museum night and cleanup day.