What A Disaster!!! Group Name: F³ K²
Members Names: Amanda Falk Jessica Falk Sarah Ferree Christy Kocsis Jessica Kreuyer
Contact info: [email protected] [email protected] [email protected] [email protected] [email protected]
Unit Title: What a Disaster!!!
Target Grade Level: 2nd-6th grade
Key Generalization: Disasters happen anytime and anywhere. Students will discover how disasters happen and what to do in case one occurs.
Michigan Curriculum Framework References: MCF1, CS1, E1 Generate questions MCF1, CS1, E2 Develop solutions MCF3, CS1, E1 Cells and their growth and movement MCF3, CS2, E1 Compare and classify organisms MCF3, CS4, E2 Adaptations and survival MCF3, CS5, E3 Basic requirements for living things MCF3, CS5, E5 Effects of humans on environment MCF4, CS1, E2 Measuring temperature MCF4, CS2, MS2 Chemical changes MCF4, CS2, MS4 Waste products MCF4, CS3, E1 Motions MCF5, CS1, E4 Natural changes in earths surface MCF5, CS2, MS1 Forms of water MCF5, CS3, E2 Describe weather conditions MCF5, CS3, E4 Safety precautions during tornado
1. Any changes to the environment for the unit: Prior to the start of the unit, bulletin boards with information about disasters included in the unit will be put up. The bulletin boards will be changed every so often as the unit goes on so all disasters can be displayed. Posters will also be put up. The reading center will be turned into “Disaster Central”. The reading corner will include books, magazines, newspaper articles, and any other informational material on disasters. The computers will have numerous websites bookmarked that pertain to disasters for the students to explore in their spare time. Around the room different activities/projects included in the unit will be scattered around the room for students to look at and inquire about, things such as tornados in a bottle, sample survival kits, oceans in a bottle, and clay volcanoes.
2. A fun and interesting introductory activity: The day before the unit begins, the room will be turned into a disaster area. Before school starts, chairs will be flipped over, books and papers will be scattered all around, pens and pencils and markers will be all over the floor and counters. As the students walk into the room, they will have no idea why their classroom looks this way and they will become very curious. As a class we will clean it up and put the room back to normal. Once the room is back to normal, the teacher will explain to them that the room was a “disaster” and that is the way something like a house may look after a disaster occurs. This activity will get the students curious, thinking, and ready to learn about disasters.
3. A closing activity which will stick with students: As the unit comes to a close, two activities are planned. The first one will tie everything together that was learned over the course of the unit. The students will be creating a web. In order to make the web, the students will need to connect the different disasters and explain how they may be related to each other. For example, a hurricane and a flood may be connected because a hurricane may cause a flood. They will also have to include different facts about each disaster. As a second activity the students will be taking part in a fundraiser for a disaster that has occurred. As a class we will decide what organization we want to send our donations to. We will then brainstorm different fundraisers we could do (things like sell candy bars or have a penny war between classes and so on). Once the class decides what type of fundraiser they want to do, we will decide on a time frame to raise money. Once all the money is raised, it will be sent to the chosen organization accepting donations. This activity is a way for the students see how they can help out those in need. It ties together what they have learned with a service learning activity. Through this activity they will learn that it does not take a lot of work to help out, a simple penny way or candy bar sale can make a difference. Resources Used: Websites: http://www.windowsintowonderland.org/fire/teachers/lightafire.htm http://cnnstudentnews.cnn.com/2001/fyi/lesson.plans/07/03/yellowstone.fire/ http://www.scsc.k12.ar.us/1999Outwest/members/WatersJ/lesson_plan.htm http://www.ps.org/americanfieldguide/teachers/fires/fires_unit.html http://weathereye.kgan.com/cadet/flood/index.html http://www.runet.edu/~jcutz.lesson_plan.htm http://school.discovery.com/lessonplans/programs/flood/ http://www.fema.gov/kids/floods.htm htpp://school.discovery.com/lessonplans/programs/ragingplanet-hurricane/ http://www.nationalgeographic.com/xpeditions/lessons/07/g35/trythishurricane.html www.lessonplanspage.com http://www.proteacher.net/archives/posts.html http://www.windarooss.qld.edu.au/Main_Pages/Volcano_Webquest/welcome.htm http://www.kidzone.ws/plans/view.asp?i=100 http://www.teachnet.com/lesson/health/germs041999.html http://school.discovery.com/lessonplans/body.html http://www.microbe.org/microbes/bacterium1.asp http://www.microbe.org/microbes/where_live.asp http://www.amnh.org/nationalcenter/youngnaturalistawards/1998/bacteria.html http://www.microbe.org/microbes/friend_or_foe.asp http://www.microbe.org/microbes/at_work.asp http://kidshealth.org/kid/health_problems /infection/ecoli.html http://kidshealth.org/kid/health_problems /infection/botulism.html http://www.hometrainingtools.com/articles/microscopic-agar-petri-dishes-science-teaching- tip.html http://www.nationalgeographic.com/xpeditions/lessons/15/gk2/tornadowhat.html http://www.exploratorium.edu/snacks/vortex.html http://www.spc.noaa.gov/faq/tornado/f-scale.html http://www.childrenoftheearth.org/Navy%20Pages/earth_issues.htm http://www.fi.edu/tfi/activity/earth/earth-5.html http://www.epa.gov/globalwarming/kids/difference.html http://www.hcdoes.org/airquality/Outreach/teachact2.htm http://lakelandschools.org/LCBMS/Teachers_Pages/JTOLEDANO/AcidRain/Webquestemplate. htm http://www.proteacher.com/cgibin/outsidesite.cgi? id=5268&external=http://www.miamisci.org/ph/guide.html&title=The%20pH %20Factor&original=http://www.proteacher.com/prosearch/search2.cgi? c}}nil{{s}}acid+rain{{n}}1 www.sciencekitsforkids.com http://www.google.com/search?hl=en&lr=&oi=defmore&defl=en&q=define:Epicenter http://observe.arc.nasa.gov/nasa/education/teach_guide/tsunami.html#act http://school.discovery.com/lessonplans/programs/dynamicearth/ http://school.discovery.com/lessonplans/programs/tsunami/ http://www.parlo.com/en/teachers/lessonplans/tsunaeng_5.asp http://middletowncityschools.org/WebResources/Tsunamiactivity_files/Tsunamiactivity.htm http://www.srh.noaa.gov/fwd/glossary/glossary.htm http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.htm http://nsidc.org/snow/faq.html http://library.thinkquest.org/16132/html/drought.html http://www.nytimes.com/learning/teachers/lessons/20000425tuesday.html http://www.irrigation.org/pdf/drought.pdf http://drought.gisworkshop.com/DroughtMapper http://www.nationalgeographic.com/xpeditions/activities/07/stormy.html http://library.thinkquest.org/C003603/english/index.shtml http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/disasters2/ http://www.insurance-canada.ca/consinfohome/ICLRhome200305.php?format=print http://www.atsdr.cdc.gov/emergency_response/common_misconceptions.pdf
Books: Leaves! Leaves! Leaves! by Nancy Wallace Weather and the Seasons: Big Book (Harcourt Science Unit D Earth Science) Riley, Linnea. Mouse Mess. New York: Blue Sky Press, 1997. Eyewitness: Epidemic (Hardcover) by Brian Ward Germs Make Me Sick! by Melvin Berger The Magic School Bus Inside Ralphie : A Book About Germs by Joanna Cole Sam's Science: I Know How We Fight Germs (Hardcover) by Kate Rowan Fisher, Carolyn. A Twisted Tale. New York; Alfred A. Knopf, 2002. National Science Teachers Association, Tremor Troop Earth Quakes. Washington D.C; NSTA,Oct. 1988 Simon, Seymour. Danger! Earthquakes. New York; Sea Star Books, 2002. My Life With the Wave by Catherine Cowan and Mark Buehner Joosse, B.M. Snow Day!. New York: Clarion Books.1995., Palmer, H. A Fish Out of Water. New York: Random House. 1961., Root, P. Rattletrap Car. Candlewick. 2001
Other: Edible Tectonics by Darcy McMahon Renowned Bird Flu Expert Warns: Be Prepared By Jim Avila and Meredith Ramsey Sudan continues effort to close down polio epidemic by UNICEF A Flu Hope, Or Horror? By Charles Krauthammer Lesson Order Overview of Activities Science Area and Type of Lesson 1 Introduction Life Science Students will discover the different seasons of Centers the year by growing seeds and exploring the spread of light. 2 Tornado Earth Science Students will examine how a tornado is formed Children’s Book by making a tornado in a bottle and they will find out how to keep safe during a real tornado. 3 Blizzard Earth Science Students will explore the characteristics of a Children’s Book blizzard by making a virtual blizzard, and they will discover how to survive during one by making a survival kit. 4 Global Warming Physical Science Students will see how the greenhouse effect Technology works by completing an experiment and they will brainstorm ways to reverse the effects of global warming. 5 Hurricane Earth Science Students will create model of a hurricane with Children’s Book a dish to learn how a hurricane happens, and they will participate in games to learn facts. 6 Flood Life Science Students will visit many different centers in Centers order to explore all aspects of a flood. Some of the activities are modeling and quizzes. 7 Acid Rain Physical Science The students will discover how and why acid Technology rain occurs, and how it affects the world around us. Activities include web quests and magic liquids. 8 Drought Earth Science Students will examine and analyze the causes, Technology effects and solutions to a drought by participating in a simulation and completing a web quest. 9 Forest Fire Physical Science Students will examine what is needed to start a Technology fire by learning the three required components of a fire. Activities will include real fires and exploring the Internet. 10 Earthquake Earth Science The students will discover plate tectonics and Children’s Book how they can cause earthquakes. Activities include using a hard boiled egg and plotting earthquake epicenters. 11 Volcano Earth Science Students will discover how the Earth’s crust Technology forms volcanoes, with activities including a simulation, and edible tectonics. 12 Tsunami Life Science The students will discover how and why Centers tsunamis occur. Activities include a problem based learning activity and an ocean wave simulation. 13 Oil Spill Physical Science Students will be able to explain how an oil Children’s Book spill is creating and discover how to clean one up using limited supplies. Activities include a children’s book, oil spill simulation and more. 14 Epidemic Life Science Students will explore the basic ideas of Centers bacteria, the spreading of germs, and the hazards of an epidemic. Activities include going to multiple centers and Internet exploration. 15 Closing ?? Students will explore the similarities and Centers differences of all the learned disasters by visiting multiple stations. They will use graphic organizers, the Internet, and more. Disasters Unit Plan Assessment
Child’s Name______
Lesson Assessment Value Received Oil Spill TQPDAC 3 Journal Credit/NC Skit or Journal Credit/NC Story or comic Credit/NC Volcano TQPDAC 12 Paper/Skit 8 Journal Credit/NC Hurricanes TQPDAC 15 Definitions 10 Game 10 Paper 50 Forest Fires TQPDAC 10 Poster/present 10 Murals 20 Paper 30 Floods Rain sticks Credit/NC Model (explore) Credit/NC Center 1 10 TQPDAC 10 Letter 10 Survival kit 10 Kit presentation 10 Make own quiz 10 Blizzard TQPDAC 10 Survival kit poster 7 Report 20 Drought TQPDAC 10 Little town 20 Closing Lesson TQPDAC 15 Survival Kit List, 5 story scramble papers Venn diagrams 6 Web quest 5 worksheets Brochure 20
Global Warming TQPDAC 15 Graphs 10 List of ideas 5 Project 15 Tornado Tornado in bottle 10 Map 5 TQPDAC 10 Epidemic TQPDAC’s 70 Bacteria posters 10 Wanted posters 5 Map of world 5 Tsunami TQPDAC’s 60 Group posters 20 Tsunami book 20 Earthquake TQPDAC 10 Group Research 10 Group poster 20 Paper 20 Acid Rain TQPDAC 15 Web quest 20 Letter 15 Group Poster 20 Opening Lesson TQPDAC 4 Graph of light 2 Drawing of clothes 4 Drawing of writing Credit/NC about bad weather Poster 5 1 Name: Christy Kocsis
Type of Lesson: Stations
Contact information: [email protected] (cell) 734-497-3080
Lesson Title: What really is a season? Grade Level: 3-5
Materials: Get Leaves! Leaves! Leaves! by Nancy Wallace, apples, zip-loc bags, string, scissors, ice, bowl, cotton balls, packaging peanuts, newspaper, bean seeds, paper towel, cups, freezer space, variety of colored paper, stapler, extra staples, thermometers, graph paper, flashlights, protractor, TQPDAC, clay, poster board, art supplies
References: Leaves! Leaves! Leaves! by Nancy Wallace Weather and the Seasons: Big Book (Harcourt Science Unit D Earth Science)
Science Process MCF and Science Topic: Lesson Objective: Skills: TQPDAC MCF I, CS 2, E 2, solutions by observing and Students will Inquiry experimenting understand what Observation causes the different Formulate hypothesis MCF IV, CS 4, E 3, describe light from a light seasons and will be Experimentation source in terms of its properties able to identify bad weather that happens MCF V, CS 3, E 3, describe seasonal changes during each season.
Key Question: What creates seasons?
Common Misconceptions: The seasons change at the same time and in the same way every year. Set up Prior to lesson: **All supplies need to be obtained and in the classroom before the lesson. Week prior to lesson: 1. Talk to kindergarten or first grade teacher about having your class come visit. 2. Get Leaves! Leaves! Leaves! by Nancy Wallace
Day of lesson: 1. Put beans, cups, and paper towels at a station in the room near a water source or put a bowl of water at the station. 2. Put a stapler and a variety of colored paper at the summer station along with thermometers. 3. Cut up apples into rings and put at fall station along with plastic bags, string, and scissors. 4. Put bowl of ice at winter station along with plastic bags, cotton balls, packaging peanuts and newspaper. Task Description Theories/Methods Engage Activity Have the students sit on the floor in Brain based learning: the reading circle area. Read the Students begin to form a Leaves! Leaves! Leaves! students Leaves! Leaves! Leaves! connection with the lesson by Nancy Wallace in its entirety. through their own experiences The book talks about the changes with leaves. leaves go through in the spring, summer, fall, and winter. Exploring Activities Divide children up into groups of 3 Choice Theory: or 4. The children will be working Students will have basic need Stations involving fall, at stations. Four stations have been of fun and comfort meet winter, spring, and created but more may be necessary through this lesson because of summer depending on class size. the hands-on activities and the group work. Love and Station 1: This station will focus on belonging is also fostered spring. Children will begin to through group work. discover what helps seeds sprout. Inquiry Method: The Each child will complete this students are active in the activity individually but work learning process. They ponder together to help everyone get it observations and make done. Each child will put a damp connections to previous ideas. piece of paper towel in two cups. They will add two seeds to each Multiple Intelligences: paper towel and label one cup Students have opportunity to winter and the other cup spring. problem solve so they have Help children put the winter cup in mathematical-logical a cold, dark space (refrigerator is intelligence. ideal) and the spring cup in a warm, dark place. TQPDAC
Station 2: This station will focus on Brain Based Learning: summer and the colors that keep Students will make their own you cool. Have each child take a connections of weather to the sheet of colored paper and fold it different seasons. into a sleeve and secure using a stapler. Have each child put a Higher Order Thinking: thermometer into the sleeve and The model of the seasons is put in a sunny area. They need to very vague and requires record the temperature on the students to think critically thermometer for an initial about what makes our seasons temperature for that color. what they are.
Station 3: This station will focus on fall and how to store apples without letting them spoil. Each child will take two apple rings and put them in a plastic bag and put them on a shelf to keep them to look at later. Have each child hang three apple rings on a string making sure none of the rings touch. Have each child make a prediction about what will happen with each set of apple rings.
Station 4: This station will focus on winter and how to keep warm in the cold weather. Each child will have a container of ice and a plastic bag. As a group they will examine the objects that are provided to keep their hands warm (cotton balls, packaging peanuts, newspaper, or just a plastic bag) and talk about which ones will work best. To test the objects they will put their hand in a plastic bag and then add the object into the bag or the bag alone. Then they will each get a chance to experiment with the objects and come up with a group consensus on which object works best to keep their hands warm.
Station 5: This station will be a model of the seasons. Students will use clay and make a model of the earth and the sun. They will then think about how the sunlight is during each season and try to construct a model of the seasons using the clay. Students will need to make a point on the earth where they are located in order to do this model. Students will be encouraged to focus on this point and its location towards/away from the sun during each season.
Station 6: Students will make a list as a group of the different types of weather that occur during each season. This list will be made on poster board and hung up around the classroom as we begin our disasters unit.
Processing Activities Have each child go with their Brain-based learning: group back to their summer station Students have active Revisit summer station with the colored paper and take processing of the information another reading of the temperature. in groups before class Class discussion about Have the group compare beginning discussion. findings in explore and end temperatures of all of the activities colors and decide which color is Higher Order Thinking: the best to wear in the summertime Students are asked to reflect in order to stay cool. Have the class on higher order thinking return to their seats and begin a questions. This will challenge group discussion of the colors. Talk them to reflect on what they about the temperature differences, have learned so far and think why these differences occurred, about what else there is to and what they notice about the know. colors that will keep them cool and the colors that will keep them warm. Then move to the fall activity and lead a class discussion about the apple rings. What do the children think will happen to the ring in the bag compared to the ring on the string and why? For the winter station talk about which material or combination of materials worked best and why? How did the students use the supplies to test their hypotheses? For the spring station have students discuss what they think will happen with the plants. Will they both grow? Will only one grow and if so which one? Will one grow faster then the other? This is a class discussion so be sure it is the students discussing their ideas and not you telling them the answers! Further Investigation Divide students into groups of Simulation: three or four. Demonstrate the The light experiment following procedure to the class simulates the tilt of the Earth. Groups of 3-4 working to before letting the groups work. identify the spread of Each person in the group will need Choice Theory: light a piece of graph paper and two Students will have basic need different colored crayons. Each of fun and comfort meet group will be given at least one through this lesson because of flashlight and protractor to share. the hands-on activities and the Have each person use the flashlight group work. Love and to shine light directly onto the belonging is also fostered paper using no tilt. Trace the through group work. outline of the light onto the graph paper. Then using the protractor tilt Cooperative learning: the light to a 23.5 degree angle and Students each have a job to do repeat the outline of the light using together in the assignment but a different colored crayon. Each positive interdependence is member of the group will do this. needed in order to finish the Then group members will discuss assignment in a timely what happened when the light was manner. tilted. Did the light spread out on the graph paper more or less? Why Choice Theory: do you think it did this? Why is this Students have the choice of significant? What does this assignments thus meeting the represent? How does this deal with personal power which is a seasonal changes? basic need.
1 week later: After one week have the children use magnifying glasses to look at the bean seeds that they had grown and observe which one grew better. Discuss why one grew better then the other one. Also have students observe their apple rings and decide which method is the best way of preserving apples. Have the children discuss their ideas and reasons. Ask children to think about the severe weather that happens during each season. Talk about it as a class and then have the students chose one of the following activities 1. Write a story describing your experience during bad weather and identify what season it happened in. 2. Draw a picture of you experience during bad weather and label the season in the picture. Applications Have each student draw a picture Problem based learning: of what they would wear in the Students are given a real Draw picture of winter summer thinking about the colors situation question about what and summer dress that will keep them the coolest. they would wear in the Every student also needs to draw a summer and winter. picture of what they would wear in the winter while thinking about what materials kept their hands Service Learning: warm. Students will also prepare Students will feel pride in their skits based on their drawings of work from sharing their why they wear different clothing in knowledge with others. different seasons. Arrange with a kindergarten or first grade teacher to allow your class to come in and talk to the class about what to wear in the summer and winter time. A great extension to this would be to also have a group of students model the seasons using the clay representations. This will be a great opportunity for your students to feel proud of their work while sharing their knowledge with others. Assessment TQPDAC: 4 points (2 points for Brain-based learning: predictions, 2 points for Students have active temperature readings) processing of the information in groups before creating their Graph of light: 2 points for drawings. completion Higher order thinking: Drawing of winter and summer The TQPDAC will require clothes: 4 points (2 points for higher order thinking. creativity, 1 point for correct summer clothing and colors, 1 Choice Theory: point for correct winter clothing Students will enjoy drawing and materials) pictures and they also have a choice on assignments thus Drawing of writing about bad giving them personal power. weather: credit for completion
Poster of seasonal weather: 5 points for accuracy and completion Handouts and Visual TQPDAC Inquiry Method: Aids Students have the chance to Graph paper explore the problem. Season Fun Tqpdac!
Think First: What is a season? Question: What kinds of things happen during each season and why do seasons occur?
Fall! 1. Put two apple slices in a plastic bag and place on shelf. 2. Tie two apple slices to a string making sure they don't touch. 3. Predict which set of apples will be better preserved!
Prediction:
Winter! 1. Look at the materials provided: which do you think will keep your hands warm best?: make your prediction. 2. Put your hand in the plastic bag and place it in the ice. How does it feel? 3. Put materials into the plastic bag along with your hand and put it back into the ice. 4. Decide which material or combination of materials works best to keep your hand warm.
Prediction:
Spring! 1. Put a piece of damp paper towel in two cups. 2. Place two bean seeds within each damp paper towel. 3. Label one cup winter and the other spring. 4. Place one cup (winter) in a dark, cold place and the other (spring) in a dark, warm place. 4. Predict which seed will grow best.
Prediction:
Summer! 1. Take colored piece of paper and fold to make a sleeve (can hold something in it). 2. Place thermometer in sleeve and put in sun. 3. Record the temperature on the thermometer.
Prediction:
Initial temperature: Final temperature: Model of Seasons! 1. Take clay and create an Earth and a sun, mark one point on Earth to represent where you are 2. Use the Earth and sun to create a model of how the Earth moves about the sun creating different seasons, think about where your point is on Earth and the amount of sun that occurs during each season 3. Remember to do the best that you can!
Drawing of model:
Weather during different Seasons: 1. On the poster board make a list of the types of weather that occur during each season: Try to think about other areas of the world also 2. Make sure you do a good job because this will be hung in the classroom
Conclusion: What did you learn about the different seasons?
Why do seasons occur?
2 Name: Sarah Ferree
Type of Lesson: Children’s Book
Contact Information: 231-675-2390, [email protected]
Lesson Title: Everybody Do the Twist! Grade Level: 2nd – 4th
Materials: blank paper, markers, sets of two 2 liter bottles, ‘tornado tubes’ (found at science stores), water, food coloring, bits of paper, A Twisted Tale, transparency and handouts of U.S. map with tornado alley, transparency of Fujita Scale, pencils, and an overhead projector, blue ice cube, red food coloring, warm water, cake pan. References: Fisher, Carolyn. A Twisted Tale. New York; Alfred A. Knopf, 2002. http://www.nationalgeographic.com/xpeditions/lessons/15/gk2/tornadowhat.html http://www.exploratorium.edu/snacks/vortex.html http://www.spc.noaa.gov/faq/tornado/f-scale.html
Science Process Skills: MCF and Science Topic: Lesson Objective: Observing MCF I, CS 1, E2—Developing The learner will discover about Communicating Answers to Unsolved Questions how tornadoes work and why Formulating Hypotheses they form where they do. They Experimenting MCF V, CS 3, E2—Weather will also explore how to be safe Constructing Models Conditions in case a tornado does happen.
MCF V, CS 3, E 4—Safety Precautions During a Tornado
Key Question: How do you think tornadoes form and how do you think they work? Do you know what to do in case a tornado happens?
Common Misconceptions: 1. Rain falls from funnels in the clouds. 2. “I’ve never seen a tornado”, therefore they don’t happen around here (from me).
Set Up Prior to Lesson: First, have the classroom organized so the children can work in groups of three to four. Have enough supplies for each group. EACH group needs two 2 liter bottles, 1 ‘tornado tube’, access to water, one color of food coloring, and some tiny bits of paper. EACH group will also need 2 blank pieces of paper per person, markers (red and blue at the minimum), and one pencil.
Have your ‘tornado in a bottle’ pre made and ready to go (be sure you know how to get it to work: whirling it in your hands with the bottle with the water in it on top.) Have the story book out and ready to be read. Have the overhead projector set up so you can show the tornado alley transparency.
Be ready to have fun!
Task Description Theories/Methods Engage Activity Have the children seated and get them excited for the Control/Choice Theory: lesson, by introducing the colorful and fun book. They need to be Key Questions comfortable and ready Ask the Key Questions: How do you think tornadoes to learn. form and how do you think they work? Do you know Story what to do in case of a tornado? Inquiry: Ask these questions so the Have the children gather around and introduce the book students can ponder A Twisted Tale and read it to them. Talk about the things over. tornado in the book and see if they can compare it to anything about tornadoes in real life. Brain Based Learning: They are learning about Have them go back to their seats to get ready for the real life things and can next activity. compare it to their lives. Explore Activities The students will create the “tornado in a bottle” in groups of 3 to 4. Tornado in a Bottle Constructivism Steps: Have the students break into the groups, with And Inquiry: The enough supplies (2 two liter bottles, the “tornado tube”, students are on their water, bits of paper, food coloring) at each group. Pass own, exploring and out the TQPDAC. Have one person from each group fill asking questions. one of the two liters about 2/3 the way full of water. Then, have them add a little food coloring and some paper bits to the water (for effect), and screw the 2 bottles together with the “tornado tube”. TQPDAC Then, have the students get their TQPDAC ready and Brain Based Learning: have them start exploring. (see TQPDAC attached) Relaxed alertness and active processing. The Show your example of the ‘tornado in a bottle’ and how students need to have to spin it if students need help. high challenges and they need to make Walk around the classroom; see if they are discovering meaning to what they their own theories. Ask some guided questions if are learning. needed, without giving away the answer. *Why do you think the water moves like that? *Why does the vortex make a difference in how fast the water drains down? Processing After finishing the TQPDAC have one student from Activities each group pass out the blank paper and markers at each group table. Have the students use their blank paper and markers to Multiple Intelligence: Drawings draw the 2 different situations individually that Visual/Spatial, the happened with the “tornado in a bottle”—when they students are drawing didn’t spin it and when they did. what they saw.
After that, have the students write a paragraph Higher Order Thinking Compare/ individually comparing and contrasting the two Theory: Comparing and Contrast situations. They should notice that when they didn’t spin Contrasting the bottle the water took a long time to go down and it might have even stopped flowing altogether. And, when Multiple Intelligence: they spun the bottle, the water flowed much faster Verbal/Linguistic, the because of the vortex, which enabled air to flow freely students are writing between the bottom and top bottles. what they learned.
The students should compare and contrast the air inside the bottle also. Focusing on the smoothness of the air when it was spun and how it was unsmooth when it wasn’t.
When finished, have them set their papers aside to be collected later. Further Introduce to the students the idea of tornadoes happening Investigation in real life and where they might happen at. Give them a Constructivism: handout of the United States with tornado alley marked students are coming up Map on it. Have the students come up with some of their own with their own ideas. thoughts on how and why that is where the most tornadoes occur. Have them write out their ideas on the bottom of the map.
Call on a few students for them to explain their own thoughts and then explain to them (using an overhead Map Transparency transparency of the map) that the cold air from the north (use blue marked arrows swooping south toward tornado Multiple Intelligences: alley) and the warm air from the south (use red marked Verbal/Linguistic and arrows swooping north toward tornado alley) mix and Visual/Spatial: They create the perfect conditions for tornadoes to occur. Tell are seeing and doing at the students to fill in the map like you did (in blue and red the same time. marker), and have them write down the correct explanation of why tornadoes occur in tornado alley (without erasing their own). Have them set aside their finished papers to be collected later.
Explain to the students that Tornado Alley usually has the strongest tornadoes. Scientists have a scale in order to rate tornadoes, called the Fujita Scale. Put the transparency of the Fujita Scale on the overhead and explain that up to an F3 to an F5 can occur in tornado alley. Use the transparency to explain the meanings of the levels.
Applications When finished with the explanations of tornado alley, (leave the Fujita Scale up on the overhead) inform the students that tornadoes can and do happen in Michigan even though we aren’t in tornado alley. Explain that an F1, F2 or F3 is most likely to happen here and show what each level means using the transparency.
Have the cake pan activity set up in the front of the classroom. Tell the students to gather around the pan. Cake Pan Have the warm water already in the pan. Have one student get the blue colored ice cube and set it in the right hand side of the pan of water. Then have another student Multiple Intelligence: add a couple drops of red food coloring to the left side of Bodily/Kinesthetic: the pan. Have the students discuss and hypothesize what The students are is happening, and how it is like what they just learned participating physically with the jet streams. in what they are learning. Then tell them that there are ways to keep yourself safe in case a tornado does occur.
There are 3 major ideas to get across: 3 ideas 1. If you are at home, stay (or go) inside. Go down to the Multiple Intelligence: basement or to a room with no windows on the lowest Visual/Spatial: The floor of the house. students are creating a 2. If you are outside and can't get indoors, lie down (in a visual for the safety of ditch, if possible). their homes. 3. If you are in school, follow your teacher's directions about where to go and what to do. (explain the rules and demonstrate, even if told before)
Then, hand out more blank paper and have the students make a poster for their houses’ designated ‘tornado Shelter Poster shelter’ with markers and blank paper. Tell the students to take the poster home and inform the family of the risk of tornadoes and where to go if one does happen, and then hang up the sign there. Assessment For assessment the students will turn in their pictures and paragraphs of their “tornadoes in a bottle”, their map of Assessing their where tornado alley is and why they assumed it was in Visual/Spatial Abilities that are AND their completed TQPDAC. and their Verbal/Linguistic Tornado in a TORNADO IN A BOTTLE: 10 points total. 5 points for Abilities Bottle cohesive drawings. 5 points for paragraph on how each situation worked. If it includes the ideas of the correct way on how a tornado works, and it is neatly done, then the full 10 points are rewarded.
Map MAP: 5 points total. If they came up with their own explanations on why tornado alley is where it is, they colored the air streams where the teacher did on the overhead AND the correct explanation is on the paper, the full 5 points is rewarded. TQPDAC: 10 points total. If the sheet is filled out and finished, the student took the time to answer the questions thoughtfully and their “tornado in a bottle” works, then Assessing their Inquiry they get full credit on the TQPDAC. abilities and higher order thinking abilities.
Handouts and A Twisted Tale, TQPDAC, blank paper for drawing of Visual Aids “tornado in a bottle”, shelter poster, Map of USA with Tornado Alley, and the Fujita Scale overhead. Tornado in a Bottle
Think First!: Tornadoes are more than just a really bad summer storm; How do you think they form? Can they happen here?
Question: How do these bottles show a tornado? Why is the vortex important?
Procedure: 1. Fill up one of the 2 liters with water, about 2/3 the way up. 2. Add a couple drops of food coloring and a few bits of tiny bits of paper. 3. Screw the ‘tornado tube’ onto the bottle that has no water, and then screw the tube and empty bottle onto the bottle with the water. 4. Flip the bottle over and let the water just drip through to the bottom bottle naturally. Observe and take note. 5. Swirl the bottles in your hand with the bottles vertical and while hanging onto the tube connector piece. Let the water drain. Observe and take note.
Data: Observations for #4
Observations for #5
Analysis: Why do you think the water moved differently in question #5?
What do you think the vortex (funnel) has to do with this? Conclusion: Explain why the vortex is significant and what this has to do with a tornado in the real world.
The Fujita Scale
F0: less than 72mph winds, some damage to chimneys; branches broken off trees; shallow-rooted trees pushed over; sign boards damaged.
F1: 73-112mph, Peels surface off roofs; mobile homes pushed off foundations or overturned; moving autos blown off roads.
F2: 113-157mph, Roofs torn off frame houses; mobile homes demolished; boxcars overturned; large trees snapped or uprooted; light-object missiles generated; cars lifted off ground.
F3: 158-206mph, Roofs and some walls torn off well- constructed houses; trains overturned; most trees in forest uprooted; heavy cars lifted off the ground and thrown.
F4: 207-260mph, Well-constructed houses leveled; structures with weak foundations blown away some distance; cars thrown and large missiles generated. F5: 261-318mph, Strong frame houses leveled off foundations and swept away; automobile-sized missiles fly through the air in excess of 100 meters; trees debarked; incredible phenomena will occur.
3 Name: Amanda Falk
Type of Lesson: Children’s book
Contact Information: [email protected]
Lesson Title: On a Very Snowy Day Grade Level: 4th-6th grade
Materials: Snow Day by Barbara M. Joosse, TQPDAC sheets, computers with internet connection, books in library, paper, markers, crayons
References: Joosse, B.M. Snow Day!. New York: Clarion Books.1995., http://www.srh.noaa.gov/fwd/glossary/glossary.htm, (def of blizzard) http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.htm (blizzard maker) http://nsidc.org/snow/faq.html (common misconception)
Key Question: How do you make a blizzard?
Common Misconceptions: Snow is colder in deeper spots, snow can’t fall when temperatures are above freezing, it can be too cold to snow (http://nsidc.org/snow/faq.html)
Set up Prior to Lesson: Have create a blizzard website bookmarked, reserve computer lab, have books on blizzards pulled aside at library, have paper, markers, and crayons pulled out and on back table. Exploring Activity Continue discussion with students -Inquiry – Students use by asking students questions to investigate and -How do you make a *why/how they think blizzards form new knowledge. They use blizzard? website form. prior knowledge to form ideas *http://teacher.scholasti -Discuss answers. and relate it to new knowledge c.com/activities/wwatc -Show website to class and and ideas. h/investigate/weather_ demonstrate. maker.htm -Explain how to use website. -Constructivism – Students On the website kids can -Hand out TQPDAC sheets and go apply prior knowledge to try adjust relative over them with the students. and construct new knowledge humidity, poleward -Answer any questions the students and understanding of the temperature, and have. subject. equatorward -Have students quietly line up at the temperature to see how door and walk down to the computer - Higher Order Thinking – increasing or lab. Students discuss, investigate, decreasing one affects -Give students 20 minutes to work on discover, predict, and the other two and what computers and answer the TQPDAC. hypothesize using TQPDAC effects the adjustment -Quietly return to classroom. (knowledge, comprehension, has on the weather. -Ask kids to return to their seats analysis, synthesis) quietly. - Multiple Intelligence – -TQPDAC -Compare results as a class. Mathematical Logical- *What did you guys find out about Students use problem solving why/how blizzards form? skills to form a hypothesis, *What conditions are necessary for experiment, and form a a blizzard to occur? conclusion. *Why do you think we got the Science Processresults Skills: we did?MCF and Science Topics:- BrainLesson Based Objective: – Students are Inquiry *Why do youMCF1, think gettingCS1, E2 a Developlot of immersedStudents in willan authentic be able TQPDAC snow in a shortsolutions amount of time causes environmentto discover, and create a Observing so many problems?MCF 5, CS3, E2 Describe blizzardinvestigate, firsthand. They Communicating weather conditions experiencehypothesize, making and a blizzard Predicting MCF5, CS3, E4 Explain andconclude use complex the thinking and Inferring safety precautions during problemcharacteristics solving while of a doing it. Identifying and severe weather blizzard and the Controlling variables - Control/choicesafety precautions theory - Formulating hypotheses Studentsthat go are along in an with accepting, comfortablethem. learning environment that provides the students with options and freedom to explore and hands on experiences.
- Learning modalities – Activity involves auditory (listening to others ideas and listening to directions), visual (looking at website), and kinesthetic (hands on – website) to accomplish this task.
Processing Activity -After discussing how blizzards are - Inquiry - Students use formed, ask students: questions to investigate and - Definition of Blizzard -*Do you think you know the form new knowledge. They use * “A storm with winds definition of a blizzard? What do you prior knowledge to form ideas of more than 35 miles think a blizzard is? and relate it to new knowledge an hour and snow that - In groups of 4-5, give kids 3-4 and ideas. limits visibility to 500 minutes to go back to their seats and feet or less. A severe come up with their own definition of a -Constructivism – Kids use blizzard is defined as blizzard. prior knowledge to form new having winds - After 3-4 minutes, share definitions ideas and concepts. exceeding 45 miles an with class. hour, visibility of a - Go over definition of blizzard from - Higher Order Thinking – quarter mile or less, the U.S. Weather Service. Students describe, explain, and temperatures of 10 illustrate, and compare/contrast degrees F or lower.” -Have students count off by fives. while creating and presenting -Explain to students that they will be their posters (comprehension, making a blizzard survival kit in application, analysis) -Blizzard survival kit groups. -As a group, students need to make a - Control/choice theory – list of everything they feel is Students are in a comfortable, necessary for a blizzard survival kit. accepting environment where -Hand out paper and markers to each they are free to explore on their group. own, have the independence to -Give students 15 minutes and have make decisions related to them make a poster showing their assignments, and take part in blizzard survival kit and everything hands on activities. they would include in it. -After 15 minutes have students - Brain based – Students can present posters to the class explaining relate to or imagine what they why they included what they did. would need in a blizzard. -After each group presents, ask Students use sight, touch, and students: hearing during this activity. *How is your poster similar to other groups? Multiple Intelligence – Verbal *How is it different? Linguistic – Students present *After seeing everyone else’s their information to the class posters, is there anything you forgot to (verbal) and listen to and put in yours? comprehend what others are *Why is having a blizzard survival saying. Visual Spatial – kit important? Students draw pictures and design posters to show what they would put in a blizzard kit.
Learning Modalities – This activity involves all three learning modalities: auditory (listen to directions and others presenting their posters), visual (looking at other posters), and kinesthetic (hands on – drawing). Further Investigation -After presenting and discussing - Constructivism – Students posters, have students put all materials use prior knowledge to relate -Famous blizzards away and return to their own seats. prior knowledge to new -Explain to them that there have been information . many blizzards in the past that have had effected peoples lives at the time -Higher Order Thinking – they occurred. Students record and investigate - Assign the research of a famous and while doing their research blizzard (to be done at home). (knowledge and analysis). *When was it? -List of books/other *Where was it? - Multiple Intelligence – resources: *How long did it last? Verbal Linguistic – Students -Blizzard by Jim *How did it affect the lives of people? listen to directions and write Murphy *Anything you find interesting about down the facts they find. -The Children’s it? Blizzard by David *Did anything about it surprise you? - Control/choice theory – Laskin *Did you find any pictures of it? students have the personal -Wrath of God: - Can use computers, books, videos, power to do their assignment Disasters in America - newspapers, and interviews. (Some on their own, make their own Blizzards: Whiteout! will be provided for those students choices, and have the freedom (video) by A&E Home that do not have the resources to do so on their own. Video available to them) -The Blizzard of 78 - Students should take notes. - Learning modalities – by Michael Tougias Activities include all three -http://www.ussartf. modalities: auditory (listening org/blizzards.htm to directions), visual (looking -http://en.wikipedia. at books, reading), and org/wiki/Blizzard kinestenic (hands-on research and note taking).
Applications -Assign paper - Constructivism – Students -After researching, students are to use prior knowledge and relate -Blizzard report write a report about the blizzard they it to new information to write a researched. paper. -Go over requirements of paper. -Requirements of paper -Higher Order Thinking – *2-3 pages Students discuss, describe, *How/why blizzards occur report, investigate, and (conditions necessary) compose (knowledge, *Famous blizzard info application, *Effects blizzards have on people comprehension, synthesis). *Precautions/survival tips - Answer any questions students may - Multiple intelligences – have. Verbal linguistic – students -For students without computer and/or listen to directions and write a internet access, allow them to use paper. They use verbal skills to classroom computer or computers in listen to and follow directions. library during free time (after work is They also use language to done), during recess, or after school. write a paper. (Books/other resources previously set aside will still be available for - Control/choice theory - students to use.) Students are in a safe, comfortable environment where they have the freedom to use any resources they want for research and they have the independence they need to work at their own pace.
Assessment -collect completed TQPDAC, blizzard - Inquiry and Constructivism – survival kit poster, and famous by collecting these items, -completed TQPDAC blizzard report (done at home, teacher is able to see how -blizzard survival kit collected at a later time) students used prior knowledge poster and related it to new ideas and -famous blizzard report -TQPDAC = 10 points information to form new credit/no credit knowledge. -Survival kit poster = 7 points credit/no credit - Multiple intelligences – -Famous blizzard report = 20 points Teacher is also able to see how *How/why blizzards occur students perform while doing (conditions necessary)…5 pts different tasks from Bloom’s *Famous blizzard info…5 pts Taxonomy (discuss, report, *effects blizzards have on people… investigate, etc.). 5 pts *precautions/survival tips…5pts
Total points available = 37 points Handouts and Visual -book Aids -TQPDAC for students to fill out -Website
How do you Make a Blizzard?
Think First!!!: Tap into your prior knowledge: What do you already know about blizzards and how they form?
Question: What conditions are necessary for a blizzard to form?
Procedure: 1. Log onto computer and sign onto the internet. 2. Type in web address http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.htm 3. Click on START. 4. Adjust the bars on the left of the screen to see how changes affect the weather. 5. Record data below. 6. Keep going until your changes produce a blizzard.
Data: Equatorward Temp Poleward Temp. Relative Humidity Weather Produced
Analysis: Did your results surprise you at all? If so, why? Why do you think you got the results you did?
Conclusion: According to your data what are the best conditions for a blizzard to occur? 4 Sarah Ferree
Type of Lesson: Technology
Contact Information: 231-675-2390, [email protected]
Lesson Title: Whew, Is It Hot in Here or Is It Just Me? Grade Level: 2nd-3rd
Materials: Sunlamps, Jars, Thermometers, Graph Paper, Art Supplies (see Set Up Prior to Lesson), Computers with Internet Access, Overhead Projector, All Handouts (listed in Handout/Visual Aid Section).
References: http://www.childrenoftheearth.org/Navy%20Pages/earth_issues.htm http://www.fi.edu/tfi/activity/earth/earth-5.html http://www.epa.gov/globalwarming/kids/difference.html
Science Process Skills: MCF and Science Topic: Lesson Objective: Students will -Observing MCF I, CS 1, E2—Developing discover how and why Global -Communicating Solutions to Unfamiliar Problems Warming may be affecting our -Measuring Earth, and they will create ways -Identifying and Controlling MCF IV, CS 1, E2—Measuring to fight against it. Variables Temperature -Interpreting Data -Experimenting -Constructing Models
Key Question: What is Global Warming and how can we fight against it?
Common Misconceptions: -Children who have used measuring devices at home already know how to measure. -Objects of a certain temperature that come into contact with air at a different temperature do not necessarily move toward the same temperature.
Set Up Prior to Lesson: Have the poem for the Engage Activity ready to read. Have all the materials for the experiment laid out for easy student access (sunlamps, TQPDAC’s, thermometers, jars). Have the overhead projector ready with the Thermometer Practice Overhead on it. Also, have the graph paper out and accessible for the Processing Activity, along with the four questions, which either needs to be written on the board or on a transparency. Have the computers connected to the Internet with the website (http://www.childrenoftheearth.org/Navy%20Pages/earth_issues.htm) bookmarked for easy student access. If you are going to a lab for computer use, make sure you reserved the time slot. Have the two Back Up Handouts ready in case of technology failure. Last, have art supplies set out for the Application Activity (markers, crayons, pencils, paper, poster board, stickers, glue, etc.).
Be ready to have FUN!! Task Description Theories/Methods Engage Activity -How would you like it if it never snowed again? Inquiry: asking a question -Facilitate short discussion to the class Question Read poem on Global Warming from Erylynn in Hawaii (5th grade). Poem Multiple Intelligences: Global Warming isn’t hard to explain Verbal Linguistic: It leaves Mother Earth crying with excruciating pain. Listening to a Poem
This hurts our planet in every single way Integrated Curriculum: The changes could leave us all in sorrow and dismay. Reading a Poem
We need to stop it now so the temperature doesn’t rise People, plants, and animals would be in demise.
Changes in temperature due to the depleting ozone layer We really don’t need it so show us that you care.
Mother Nature can’t do it all so let’s give her a rest. We all need to try and do what is best.
Our planet earth is precious and can’t be replaced We need to act now or our home will be erased. Control/Choice Theory: Making sure they are -Now are you all excited to learn about global warming and excited what we can do??
Explore Group the students (into groups of 4) and distribute the Cooperative Learning: Activity materials for each group (1 jar, 2 thermometers, 1 sunlamp, working in groups, 4 TQPDAC’s). everyone has fair share of work Temperature Put the thermometer transparency on the overhead, and Practice bring the student’s attention to it. Have students look at the examples of the thermometers, and see if they can read the temperatures on each one. Either call on students or have a Constructivism chorus response for each one. And Inquiry: The students are on their own, Have each group place their thermometers a few inches exploring and asking apart under the sunlamp and follow the instructions on the questions. TQPDAC.
Tell the students to wait about three minutes so the thermometers will give accurate readings, and then have Multiple Intelligences: Thermometer the students record the temperature readings on both Mathematical/ Experiment thermometers on the correct spot on the TQPDAC. Logical: Performing an experiment Have each group place their jar over one of their thermometers, make sure the jar does not make a shadow over the uncovered one. If the thermometers are too large to lie down inside the jars, it is fine to stand them against the inner side. Every minute, for eight minutes, the students Multiple Intelligence: will record the readings of both thermometers. Bodily/Kinesthetic: hands on experiments The students should notice that the thermometer inside the jar will start having a slightly higher temperature. Because the air in the jar cannot circulate to the rest of the room, the air stays in the sunlight and gets warmer and warmer. A similar trapping of heat happens in the Earth's atmosphere. Sunlight passes through the atmosphere and warms the Brain Based Learning: Earth's surface. The heat radiating from the surface is Relaxed alertness and active processing. The trapped by greenhouse gasses. This warming due to heat- students need to have high trapping gasses is called the "Greenhouse Effect." Both the MAIN POINTS challenges and they need atmosphere and the jar allow light to enter, but then trap to make meaning to what that energy when it is converted to heat. they are learning. **The sentences that are in bold are the main ideas that you need to make sure the student’s hear and realize during this part of the lesson. HAVE THEM EXPLAIN IT TO YOU FIRST, BEFORE JUST GIVING THE ANSWERS AWAY**
When the experiment is over, have the students place all the materials back where they belong, and have them hold on to their completed TQPDAC’s.
Process Activity Pass out one sheet of graph paper to each student. Have Multiple Intelligence: them graph their findings from their TQPDAC’s. The x- Visual/Spatial: drawing a axis should be the minutes (0-8) and the y-axis should be graph the temperature. Demonstrate an example of the axis’s on the board if needed. Integrated Curriculum: Art…drawing a graph They should have two different colored lines on their Making the graph, one line would be the thermometer without the jar Graph over it, and the other line would be the thermometer WITH the jar over it.
When the students are done plotting their graphs have them answer these questions on a separate piece of paper: (have them written up on the board or overhead for everyone to see)
1. Examine your graph and compare the FIRST Questions for temperature reading you made for each thermometer. How Inquiry: asking questions the Graph much of a difference is there in temperature? Higher Order Thinking **The students should know to subtract the two Theory: Examining and temperatures to get the difference.** Comparing (analysis and evaluation) 2. Examine your graph and compare the FOURTH temperature reading you made for each thermometer. How much of a difference is there in temperature? Integrated Curriculum: 3. Examine your graph and compare the LAST Math…finding the temperature reading you made for each thermometer. How differences (subtraction) much of a difference is there in temperature?
4. What is happening with these temperatures? Compare this to the Earth and a write a paragraph about how it is like the thermometer with the jar over it. Multiple Intelligence: Verbal/Linguistic, the Have the students turn in their completed graphs with their students are writing what answered questions, along with their TQPDAC’s. they learned.
Have the students make a human model of their graphs. Have 8 students be each reading for the uncovered thermometer and 8 students be the readings for the covered thermometer. Use tiles on the floor as degree markings. The students will see that they are growing farther and farther apart. This will help the students visualize what is going on and that the more separated the students become the hotter it is getting…just liker here on Earth. Human Model Further Next, have the students get back into their groups of 4 that Cooperative Learning: Investigation they were in for their experiment. Thinking and Sharing Ideas Have the groups go to a computer (to watch a more IN DEPTH video about global warming) and click on the Multiple Intelligence: At the Computer bookmarked site “Earth Issues”. Then have them scroll Visual/Spatial: watching a down to the link titled GLOBAL WARMING (by Doulun video on the computer Chen). They will click on the link and the video will automatically pop up. When it is loaded, a PLAY button Constructivism: students will appear, and have them click on that to watch the 2 are coming up with their minute video. own ideas.
Brain-storming After the students watch the video have them go back to their seats. When there, they will brainstorm ideas on how to prevent the problem of global warming, with the information they just learned. They should write all their Problem Based Learning: discovering real world ideas down. ideas to solve global warming Back Up ***BACK UP PLAN: If the computer/website does not work have the students read A Letter to All People Handout provided, and then have them brainstorm about how this letter is right and wrong. There are misconceptions in the letter that the students should notice and correct. Then have them brainstorm about their own ideas of preventing global warming.*** Applications Now, have the students take their list of ideas back over to Multiple Intelligence: the computer and click on the same bookmarked website Visual/Spatial: watching a again. This time they will click on the link “Making Earth video on the computer At the Computer Day Everyday!” (By SUNY Stony Brook Multimedia Students). The video will automatically pop up and the Cooperative Learning: students will watch the 5 minute video on how to reverse Watching, Thinking, Global Warming and pollution. Sharing The students can compare their ideas with the ideas of the Compare Ideas video, so their list will most likely have ideas added onto it. Constructivism: Students ***BACK UP PLAN: If the computers/Internet/ website are building off of other ideas. Back Up does not work, pass out the handout called “Smart Ideas on Saving the Earth”. Go over this handout with the students and let them know that they can take it home and share the ideas with their families.*** Brain Based Learning: They are learning about After either completing the viewing of the “Making Earth real life things and can Day Everyday!” video or going over the handout, have the compare it to their lives. students put one of their ideas into action. Integrated Curriculum: Let them be creative, the students could create posters to Art, Language Arts… Projects! put up around the school giving advice about stopping creating posters, letters, global warming, they could write letters to local businesses etc. asking them to support the environment, and much more! Multiple Intelligence: Visual/ Spatial: creating Supply the students with markers, crayons, paper, glue, and hands on projects anything else to inspire their creativity. Service Learning: Spreading the Word and Awareness
Assessment At the end of the lesson, have the students turn in their Assessing their Inquiry TQPDAC’s, their graphs of the temperature changes, their abilities and their higher brainstormed list of ideas, and their project for spreading order thinking abilities. the word about global warming. Assignments and Points TQPDAC is worth 15 points if each section is filled out and each question is answered. (5 points for Data, 5 points for Analysis, and 5 points for Conclusion)
Graphs are worth 10 points if they graph is drawn (thermometer in jar with higher temp) and the 4 questions are answered. (2 points for the graph and 2 points for each question correctly.
List of ideas is worth 5 points, full credit if there is a good amount of ideas that relate to the objective of preventing global warming. (8 or more).
Project is worth 15 points. Full credit on whatever they made/wrote, as long as it looks well done, well thought out and creative. The project should relate back to the objective of preventing Global Warming.
Visual Aids Handouts: TQPDAC, Thermometer Overhead, A Letter /Handouts to All People Handout, Smart Ideas on Saving the Earth Handout
Websites: http://www.childrenoftheearth.org/Navy %20Pages/earth_issues.htm http://www.fi.edu/tfi/activity/earth/earth-5.html http://www.epa.gov/globalwarming/kids/difference.html
The Earth in a Jar
Think First: Global Warming is a current theory. Have you heard anyone talking about it? Have you seen anything that might be a sign of Global Warming?
Question: How do the two jars demonstrate Global Warming?
Procedure: 1) Place the two thermometers in the sunlight for a few minutes to let them get warm.
2) Record the readings of both thermometers at the top of the columns.
3) Record the time next to the starting temperatures and place the jar over thermometer #1.
4) Every minute, record the readings of both thermometers without disturbing them.
Data: Observation Number Thermometer #1 Thermometer #2 Start Time: ______
1 min. ______
2 min. ______
3 min. ______
4 min. ______
5 min. ______
6 min. ______
7 min. ______
8 min. ______
Analysis: Do the two temperatures differ?
Why do you think they are different?
Conclusion: Explain how the differing temperatures show how Global Warming works.
A Letter to All People
By Melisa, 10 Years Old, St. James, NY
I love nature and I am very concerned that a lot of people are polluting the earth without realizing it. Pollution is when somebody puts poisonous things into the air, water or land. People should not pollute. When people pollute it hurts the people, the animals and the plants. When we put chemicals into the land it goes into our soil and into our water. When people and animals drink the water it makes them sick. They may not realize it right away but eventually they will feel it. When chemicals get into the ground it effects the whole food chain ~ the insects, the animals, the plants, and the people are all effected. When people cut down trees they reduce the amount of oxygen and they take away homes for animals. Most people don’t realize how cutting down trees hurts people and animals. If I could make laws, no one could put garbage in the water or in the land and all cars would run on fuel made from beans. When I grow up, I want to live on a clean earth with lots of giant trees full of animals. Please don’t pollute.
Sincerely,
Melisa, a concerned kid for the environment NOW: How are you going to change the world to help stop the process of Global Warming and pollution?
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Read Learning about the environment is very important. There are many good books that will help you learn. To get started, ask a teacher or a librarian for some suggestions.
Save Electricity Whenever we use electricity, we help put greenhouse gases into the air. By turning off lights, the television, and the computer when you are through with them, you can help a lot.
Bike, Bus, Walk You can save energy by sometimes taking the bus, riding a bike, or walking.
Talk With Your Family or Friends Talk with your family and friends about global warming. Let them know what you've learned.
Plant Trees Planting trees is fun and a great way to reduce greenhouse gases. Trees absorb carbon dioxide, a greenhouse gas, from the air.
Recycle Recycle cans, bottles, plastic bags, and newspapers. When you recycle, you send less trash to the landfill and you help save natural resources, like trees, oil, and elements such as aluminum. When You Buy, Buy Cool Stuff There are lots of ways we can improve the environment. One of the ways to reduce the amount of greenhouse gases that we put into the air is to buy products that don't use as much energy. By conserving energy, we help reduce global warming and make the Earth a better place. Some products – like certain cars and stereos – are made specially to save energy.
5 Name: Jessica Kreuyer
Type of Lesson: Children’s Book
Contact Information: Cell (616)862-7038 or [email protected]
Lesson Title: Hurricanes, the eye within the storm! Grade Level: 5th grade
Materials: 1 spoon, 1 bottle of food coloring, 1 tub of water, 6 straws, 6 baking dishes, 1 roll of duct tape, 6 marker, 120 cardboard pieces, book (Hurricane Watch), 12 dictionaries, 28 worksheets, 28 TQPDAC
References: Websites: http://school.discovery.com/lessonplans/programs/ragingplanet - hurricane/ http://www.nationalgeographic.com/xpeditions/lessons/07/g35/t rythishurricane.html Book: Branley, Franklyn,Hurricane Watch,New York,Thomas Y. Crowell, 1985
Science Process Skills MCF and Science Topics Lesson Objective - Observing MCFI,CS1,E2(solutions to Students will be able to - Communicating problems) examine how hurricanes - Measuring develop and what - Inferring MCFV, CS3,E2(weather and happens to the land and - Interpreting Data climate) people during a - Experimenting hurricane. The students - Constructing Models - The topics that this lesson will also deduce some will discuss are hurricanes new definitions that are and how they effect the important in people and the land. understanding hurricanes.
Key question: What would you see if you were inside a hurricane and how we can protect ourselves?
Common misconceptions: Many children don’t know there are different levels of hurricanes and some are more severe than others (built from own experiences with children). Children sometimes children don’t understand why hurricanes only happen in some places (once again from prior knowledge working with children).
Set-up prior to lesson: Have first experiment set-up at the front table before class starts. All materials for other experiments will be at the back table and students will come and get them. Task Description Theories/Methods Engage - Last time we talked about global - constructivism- The Activity warming and how it effects the earth. This students get to see the time we are going to talk about another experiment and then - Perform the disaster that not only effects the earth, but have the opportunity water, spoon, also you. to process what they and food saw and come up with coloring - Once students have entered the classroom what they think the experiment for have them stand around the front table experiment was the students up without touching anything. representing. at the front table. - Start by saying nothing, but just by doing - control/choice the experiment. theory- The students have the “freedom” to - On the table there will be a tub of water, explore what the food coloring, and a spoon. activity meant without any guidance. They - Once the students are quiet begin to stir can come up with their the water really fast with the spoon. own thoughts and are Quickly remove the spoon and put two not swayed by what drops of food coloring into the middle of the teacher says. the swirling water. - high order thinking- - Have the students watch the food The students use this coloring in the water until it settles down theory because they and then have them return to their seats. start with no knowledge and then - Once students are at their seats have them see an application answer this one question in their heads. being done. From What does the swirling water and food there they analysis coloring experiment represent? what they saw and end up evaluating the - Have the students write down their ideas experiment. and share them with their tables. Exploring - First put student in groups of four or five - cognitive Activities and give them the necessary materials to development (in complete the experiment (baking dish, particular the concrete - Explore how straw, water, duct tape, and ruler) operational stage)- wind effects the The students are will waves. - Explain to students how to set up the be able to measure and experiment with the material they were relate hurricanes to - Activity given: concrete objects should be - Place the baking dish on a desktop. within the experiment. student-based -Bend the straw so that it forms an L and allows shape. - Higher order them to explore -Place the straw inside the baking thinking- The students through inquiry. dish in the middle of one of the use the experiment to longer sides, so that the shorter end guide them to a place faces straight up, touching the side where they can of the dish, and the longer end is analysis the suspended about half an inch over information and the bottom of the dish. One open answer questions as end of the straw will stick straight the evaluation part of up, and the other will face the higher order thinking. opposite the longer side of the dish. -Tape the straw to the inside of the - Multiple dish to hold it in place. intelligence- Each -Pour water into the dish until it student will be able to reaches just below the straw. use a variety of intelligences during - The students will follow the TQPDAC to this experiment. Some perform the experiment. of these intelligences that could be used are: - They will explore how wind speed effects Naturalist, bodily- the height of waves during a hurricane. kinesthetic, mathematical-logical, Verbal-linguistic, and interpersonal.
- Brain-Based- The students will be working in groups and doing an experiment that will tap into their difference senses. They will be actively processing the experiment as it happens. Processing - The students will answer many question - constructivism- Activity about the experiment they did in the During this time in the exploring activities. These questions are lesson the students - Students will included at the end of the TQPDAC will have the answer opportunity to come questions and - These questions will be handed out on up with their own match write out another sheet of paper and will be answers and opinions definitions answered as a group. about the experiment about that they just hurricanes. - After the students have answered all of performed. They will the questions the teacher will guide a use prior knowledge discussion about the questions. and what they just saw to explore the - The students will also complete a questions and work as worksheet that has important definitions a team to come up that they need to know in order to really with the answers. understand hurricanes. They will look these definitions up in a dictionary and - Higher order write them down. They may work in a thinking- The student group on this. These definitions will help will develop answers them understand what they did in the to questions from the exploring activity. In order for the students ground up. They will to fully understand what they just did, they comprehend the will have to know these definitions. All of information, analysis these definitions have to do with the data, and then hurricanes and how they develop. synthesis it in order to make an evaluation - The teacher will go over this definitions about the experiment before starting the next activity. that just completed earlier in the lesson. Further - The students will first get into groups of - Control/Choice- The Investigation 4. There should be between 6-7 groups student will spread throughout the classroom. experience two - Students will different needs during make a game -The students will pick a reader from their this activity. This that goes along group to read the book “Hurricane watch” activity is viewed as with the very fun to many 5th children’s book. - As the student read the book the other graders, so they are group members will listen and try to come meeting the basic -Summary- The up with questions (such as ‘what is the needs of fun and book is very wind speed of a hurricane’). enjoyment. Also they informational will have the freedom on what - After the student reads the book the group to create their own everyone member will bring all their questions game and will be able should do together. to bring their own during a ideas in from the hurricane. It - With these questions they will make a book. also gives facts memory game that the class will play at the about how end of the lesson. Learning Modalities- hurricanes start This theory is used by and how you - Each group will write their questions on the students. They can protect your little cardboard pieces and the answers on first will use their self during a another cardboard piece. (10 questions and auditory sense and hurricane. I 10 answers) listen to the story and feel it is a very use their visual sense informational - After they have finished writing their to see the pictures. book and is question and answers on the cardboard From their they will very good in pieces they will pass their game to the next make a game which teaching group of students. will use their students about kinesthetic sense hurricanes. - The students in the other group will put because they will be all the cardboard pieces face down and will moving and creating play the game like memory. They will something. have to match the question to the answer. Who ever has the most matches will win the game. Application - Now that the class has learned about - Constructivism- The different aspects of a hurricane they will go students will be able to - Each student home and research more. research hurricanes will write a and come up with their paper about - Each student will go home and will own thoughts and what they learn research hurricanes and find out as much ideas on how and why about information as they can. They can research they happen. They hurricanes. anything as long as it is something related will be able to think of to how hurricanes are formed. their own experiences and write a paper - After researching they will write a 3-4 about their research page paper on hurricanes and will present and about what they their findings to the class. saw in class.
- Their presentations should be anywhere - Higher order from 4-5 minutes and should include some thinking- They type of visual aid (powerpoint, poster, etc.) students will start not knowing a lot about - After all of the presentations are hurricanes, besides complete, the students will be involved in a from what they see in service learning project. The students will class. From their they have already learned that hurricanes can will explore on their make some place a mess, so as a class the own and analysis the students are going to go and pick up trash information to make around the school. an evaluation about how hurricanes - Everyone will head out at one time and develop and what a the students will walk around the school hurricane really is. picking up trash that they see on the ground. - Service-Learning- The students will be - After the class has walked the grounds picking up trash to they will head back inside and the teacher help out the will explain to them why they did that. community. The teacher will tell them that what they just did was helping out the community and point out how much worse the ground would have been in a hurricane had just come through. The teacher will show pictures on the overhead of what some places look like after a hurricane has gone through so that the students can get a visual image.
Students will be given time in the library after school to research hurricanes on the internet or with books. This is done in case Assessment - The students will be graded on many - I will be grading different things throughout the lesson them on they use the theory of - They will be given points for each of the constructivism. In following activities: order to get all of the - Complete TQPDAC (15 points) points they need to (credit/no credit) research hurricanes to - Definition sheet complete as well as their best abilities. question sheet (10 points)(credit/no credit) - Complete game as a group (10 - Also when grading I points) will see if the student - (5 points for being completed and used all of their then the other 5 will be give out on how it modalities. is done)1 point for having at least 20 Throughout all the pieces, 1 point for having 10 different experiments the questions with 10 different answers, 2 students should be points for creativity, and 1 point for giving able to learn visually, questions related to the book. auditory, and kinesthetically. - paper will be graded by teacher for content. The maximum amount will be 50 points. - 25 points for completed paper - 10 points for grammar, handed in on times, neatness. - 15 points for content (true facts, researched well, follows a order)
Total for lesson- 85 points
- When grading this unit the teacher will be looking at the lesson object and make sure that the students are getting what is being taught. If students show that they understand hurricanes and how they effect people and the land they will receive 5 points extra credit. If they show some sort of comprehension they will receive 2 points of extra credit and little comprehension will receive no extra credit. Handouts/ Handouts are provided at the end Visual Aids - TQPDAC - Definitions worksheet - Question worksheet Wind Speed and Wave Height
Think first: How do you think hurricanes develop into huge storm?
Questions: Does wind speed have any factor into the height of waves of hurricanes
Procedure: 1. Place the baking dish on a desktop. 2. Bend the straw so that it forms an L shape. 3. Place the straw inside the baking dish in the middle of one of the 9-inch sides, so that the shorter end faces straight up, touching the side of the dish, and the longer end is suspended about half an inch over the bottom of the dish. One open end of the straw will stick straight up, and the other will face the opposite 9-inch side of the dish. 4. Tape the straw to the inside of the dish to hold it in place. 5. Pour water into the dish until it reaches just below the straw.
6. One member of the group should blow very gently into the end of the straw that is sticking straight up, creating “wind” over the water in the dish
7. Another student should observe the water at the opposite end of the straw and mark the wave height on the outside of the dish.
8. Have students measure and record the wave heights, beginning their measurements from the desktop.
9. Students should repeat the procedure two more times, blowing harder each time, and record their measurements to assess the effect of wind speed on the height of waves.
10. Have students remove the water from the dish, move the straw up near the top of the dish, and refill the dish with water until it reaches just under the straw. Then they can repeat the procedure to compare wave height in deeper and shallower water.
Data:
Blowing rate Wave Height Gentle Medium Hard
Analysis: 1. Now you will be given a worksheet to complete.
2. When answering this questions remember the experiment you just did and how the factor of wind speed effected the wave height.
Conclusion: Place your thoughts about the experiment and what you learn below. TQPDAC Questions 1. Describe how you think a hurricanes develops from the experiment you just did.
2. How does the wind speed effect the height of the waves?
3. Many years ago, there were no laws that forced people to evacuate before a hurricane struck. Now there are mandatory evacuation laws in place. Is this good? Why?
5. Would you like to be a Hurricane Hunter and fly through a hurricane? Why or why not?
Hurricane Vocabulary 1. Climatology
2. coriolis effect
3. cyclone
4. eye
5. eye wall
6. High pressure
7. hurricane
8. latitude
9. longitude
10. Low pressure
11. millibar
12. tropical
13. tropical depression
14. tropical storm
15. typhoon
6 Name: Jessica Kreuyer Type of Lesson: Centers/Stations
Contact Information: Cell- (616)862-7038 E-mail: [email protected]
Lesson Title: What are you going to do when a flood comes for you? Grade Level: 3rd grade
Materials: funnel, filter paper, 2 measuring cups, 3 types of soil (sand, potting soil, clay), water, book “Rising Water: A book about floods”, 5 computers, baking dish, 10-15 sand bags, sand, pan, water, toy houses, paper, pencils, rice, 25 paper towel tubes, foil, rubber bands, markers, water, different size containers for measuring water, flashlight, radio, insurance papers, books, school books, water bottles, canned food, can opener, batteries, diary, laptop, family heirlooms, paper, matches, medications, first aid kit, toothbrush, screwdriver, clothes, Video- Bill Nye the Science Guy: The Water Cycle.
References: http://weathereye.kgan.com/cadet/flood/index.html http://www.runet.edu/~jcutz/lesson_plans.htm http://school.discovery.com/lessonplans/programs/flood/ http://www.fema.gov/kids/floods.htm
Science Process Skills MCF and Science Topics Lesson Objective - Observing The students will examine - Communicating MCF 1, CS 1, E2(solutions how floods start and what - Measuring and problems) exactly is a flood. They - Inferring will also design a quiz - Formulating Hypotheses MCF III, CS 4, E2 about floods and draw - Interpreting Data (adaptation and survival) conclusions about the flood - Experimenting activities. - Constructing Models MCF V, CS 2, MS 1 (forms of water)
Key Question: Why do floods occur?
Common Misconceptions: Some common misconceptions from the sheet in out course pack- Rain occurs because we need it, Rain falls from funnels in the clouds, Moving fluids contain higher pressure, Any quantity can be measured as accurately as you want. Also many children believe that the land will soak up all the water that falls from the sky.
Set-up prior to lesson: Make sure all the internet sites are working and they are book marked for children to access easily. Also have the soil ready in cups and measure tools available. Have all materials set at the back of the room in containers so that students just need to pick up the containers and can start right away on the activity.
Task Description Theories/Methods Engaging - Last time you all learned hurricanes we are -Learning Activity going to look at how a hurricane can flood a Modalities- The whole area. students will not - During this only be listening to activity the - To get the students start thinking about rain the story, but they students will and how a lot of rain can effect a certain area will also be moving make rain they are going to make rain sticks. and become sticks and also involved in the learn facts - First the teacher will read the book ‘Rising activity. about floods Waters: A book about floods’ by Rick through the Thomas and guide discuss afterwards. They -Control/Choice- book “Rising will talk about what happens during a flood The students will be Water: A book and how it can destroy land. The teacher will doing a fun project about floods” also talk about how they can protect that involves them. themselves. -Brain-Based - After you have guided some discuss on rain Learning- The and floods the students will do an activity. students will Book involved in the summary: - First the students will sit in there seat and learning process, This book talks wait for instructions. which is active about what processing. trouble can be - You will put 4 paper towel tubes at each of caused by their tables. -Integration melting snow Thematic and spring rain. - The students will next cover one side of the Instruction- The It describes tube with tin foil. students will not how floods only be learning occur (ground - After one side is covered they will pour ½ what rain sounds not soaking up cup of rice into the open end and then close it like, but the will be water) and off with tin foil. able to decorate their what happens rain sticks which when this - They can decorate their rain stick. incorporates art. occurs. - Instruct all the students to turn their rain sticks at one time.
-The reason for making these rain sticks is so that they can hear what rain sounds like and also hear what a lot of rain sounds like at once. Exploring - Now the students will make a model of a - Cooperative activity flood. learning- Students will work together to - The students - First they will be given a pan and some complete the model will make a sand model of a - Constructivism- flood. They - They will fill the pan with sand on only one They will come up will examine side (sort of like a beach) their own ideas on how it effects how a flood starts the land and - Next they will set toy houses up on the and also tap into the people. sand(like a beach front) prior knowledge.
- Now they will pour a little bit of water into - Control/Choice- the empty side of the pan. They will pout The students will just enough so that the water meets the sand have the freedom to line. perform the activity in any way they - After they will poured in some water they choose. will formulate answers to these questions. - Problem-Based- - If more water is added what will The students will happen? have to solve the - How can the toy houses be protected problem of how to if water comes to high onto stop the water from land? hitting land. - Hwy does more water come onto land? - Learning Modalities- The - After they have formulated answers to the students will not question they will perform an activity as if a only have to answer flood was coming. the questions, but also perform the - They will pour more water into the water activity. side until it comes up over the sand.
- The students will continue to pour until the pan is totally flooded.
- After they have flooded the pan they will go back and re-answer the same questions will new information they have found.
- These questions will be handed in for credit/no credit.
Processing To start centers the students will be broken -Throughout the Activity up into 6 groups. Each group will have next three sections, between 4-5 students in it. The groups will students will be -Center #1- be given a number and will rotate around the learning through The students tables. Group 1 will start at center one and centers/stations will build walls group 2 will start at center two and so on. which is one of the with sand bags Group 2 will then rotate to center two and methods. and come up group 2 will rotate to center three and so on. with different Group 6 will start at center six and then move -Learning ways to to center one. Each group will have between Modalities- The prevent water 35-40 minutes at each center. students will not from running only be seeing what through. Center #1- The students will come up with a is going on, but also way to stop flood waters. being active in the process. -Center #2- - They will be given a baking dish and 2 cups The students of water. -Brain-Based will find out Learning- The what soil can - They will follow the TQPDAC in order to students will hold the most complete the activity. immersed into the water and what environment, which is the best soil - The object for this activity is for the is orchestrated to build on. students to build a wall with sand bags in the immersion. middle of the baking dish to stop the water from running to the other end of the dish. -Control/Choice- Once the wall is built the students will pour The students will water on one side of the wall and is if the have the freedom to wall stops it from running to the other side. build the wall the This might take a couple of tries to work. way they want to in order to stop the Center #2- The students will first sit at a water. table. -Higher Order - Next the students will be given the Thinking- The materials needed to complete the activity(3 students will first get types of soil, water, measuring cups, funnel, do an application filter paper). and then analysis it to come up with an - Students will follow the TQPDAC in order evaluation. to complete the center. -Prepared - They will measure out the same amount of Curriculum- The soil of each kind and the same amount of teacher would be water to be added to each soil. able to get the idea for these two centers - The students will test each soil to see what from the internet. soil holds the water better. Further Center #3- The students will work with math -Learning Investigation at this center Modalities- The students are not only Center #3 The - The students will measure different heights listening, but getting students will of water in dishes and examine how much actively involved measure water can be poured into a dish without it with the activity. amounts of over flowing. water in -Higher Order different - They will look at different containers and Thinking- The containers. examine how some can hold more than students are first others. getting knowledge -Center #4- and then analysis the Students will Center #4- Have the students sit on the floor situation to come up make survival in a circle with a solution and kits and evaluation. present them to - Print a copy of the story “The river rises” the class. from the website -Cognitive http://www.fema.gov/kids/twins/flood/flood. Development- The htm. students will be measuring water, - Have the students pick one student in their which is part of the group to be the reader. concrete operational stage. - After they are done reading the story the students will go sit around their table. -Problem-Based- The students will be - At the table there will be different things given the problem of laid out that could be used in a survival kit. what to pack and will have to solve as - The students will look at each items and a group what they discuss the pros and cons on whether or not it are going to pick. should be packed in the survival kit. -Cooperative - There will be 19 items on the table, but only Learning- Students 10 can be packed. As a group the students will work in groups will have to make one final list of what needs to complete both to go in the survival kit. centers.
- After they have made their final list on -Prepared paper, the group will convert their list to Curriculum- poster board. Teachers will be able to get the story - They will present their poster to the class from the internet. after all the centers have been completed. -Service Learning- Applications Center #5- Have students sit at the -Control/Choice- computers that are placed in the room. The students will -Center #5- have the freedom Students will -Once they are sitting quietly, hand them the and personal power retake the quiz TQPDAC that will have all the information to design the quiz from the on it for them to complete the activity. anyway they want. engage activity and will make - They will first visit the website -Higher Order a quiz of their http://weathereye.kgan.com/cadet/flood/inde Thinking- The own. x.html (it will be boomarked). students will first gain knowledge by -Center #6- - Once at the website they will explore the surfing the website The students different parts to learn more about floods. and from there they will watch They should explore for about 10-15 minutes. will analysis it and “Bill Nye the synthesis it to make Science Guy” - After they are done exploring, they will go a quiz of their own. and take a quiz. It is one of the links off the -Summary- website. -Constructivism- Bill Nye will The students will talk about the - Now that they have completed the quiz they have to come up water cycle the teacher will come around and give them a with a quiz on their and inform the quiz with the answers on it. They will know own and explore students how it there score from the computer when they new material to find works. He will summit the quiz, but will not know the right new ideas. explain why answer until they get the quiz from the we get rain and teacher. -Prepared where it comes Curriculum- The from. -The students will discuss the questions on teacher can get the the quiz and figure out why they answered quiz off the Internet how they did. for the students.
- After they have finished discussing, they -Cooperative will make a quiz of their own as a group. Learning- The This quiz has to be about floods and about students will have to different things they learned through the work in groups to centers. make up a quiz.
- Have them make one final copy to be giving to the teacher for grading.
Center #6- At this center the students will be watching a video. The video will be “Bill Nye the Science Guy-The Water Cycle” Assessment - Students will be graded on many activities -Constructivism- I throughout the lesson will see if the - The students students explored will be - receive credit/no credit for making their rain some of the material assessed on sticks on their own and many different - receive credit/no credit for the model done came up with good activities done during exploring activity. conclusions. throughout the - 10 point for completing center #1 lesson. - 10 points for the TPQDAC with center #2 -Cooperative and 10 points for the letter to the Learning- I will see planning commission if the students - 10 points for the survival kit in center #4 worked well in and 10 points for the presentation groups. - 10 points for making their own quizzes on center #5 Learning Modalities- I will - On all these assignments students will either look to see with the be given 10,8,5,or 0 points. students did well with their work and 10= everything completed as asked learned through 8= mostly complete, but parts missing being visual, 5= only half complete, missed idea of auditory, and assignment kinesthetic. 0= didn’t even try or didn’t turn anything in
- There is a total of 60 points throughout the lesson
- Students will be graded by points, but also will take a end of the unit test to make sure that they have completed the objective. This test will test their knowledge of floods and what conclusions they made from the activity. This test will be worth 20 points to make the unit 60 points all together.
Handouts/Vis TQPDAC for four of the centers ual Aids - #1,2,4,5 Center #1
Think First: What are sand bags?
Question: What is the best way to build a sand wall?
Procedure: - First go get two cups of water in your bucket - Next build a wall with the sand bags (bean bags) across the middle of your baking dish. - Pour the water one on side of the wall and let it sit for a minute or two. - If water gets through to the other side break the wall and pour the water back into the bucket. - build the wall a different way so that the water does not get through the wall. - Repeat this until you find the best way to build the wall.
Data: How wall was built Amount of water let through
Anaylsis: Which way was the best to build the wall?
How did you come up with this way to build the wall?
If you had to make sand bags in a emergency what would you make them out of?
Conclusion: When are sand bags handy and what is the best way to stack them? Center #2
Think First: Soil, what is it?
Question: How much water can soil hold?
Procedure: Your group is a team of “consulting engineers” for a new housing development to be built in the next county. Many of the county’s citizens are protesting the development. They are saying that the soil in that area will not hold the rain and there will be flooding problems for all dwellings in that area. But others believe this is just an excuse to delay and block the development.
Your groups job is to test the soil and try and figure out which one is the best for a housing development.
1.You will now test each type of soil by measuring the same amount of each soil and put it into a funnel lined with filter paper.
2. Now pour a measured (½ cup) amount of water through it. You should use the same amount of water for each type of soil. The water that drains through each type of soil should be collected in another measuring cup and the amount recorded.
3. Repeat this procedure for each of the 3 soil types.
Data: Potting Soil Sand Clay
Analysis: What characteristics determine how much water soil can hold?
Look at each soil type and decide as a group which soil would work best to build one.
After looking at your data and making a decision write up one letter as a group to the planning commission on your findings.
Conclusion: What would you want to build your house on? Center #4 Think First: Survival Kits!
Question: What is important in a survival kit for a flood?
Procedure: - First have someone read the story “The river rises” - After the story is read end to the table and look at all the items. - When thinking about what is needed in a survival kit, come up with the pros and cons of each item on the table
Data:
Items Pros Cons Flashlight First aid kit medications matches paper toothbrush Family heirlooms screwdriver radio clothes Canned food Can opener Insurance papers batteries diary Water bottles laptop School books Reading books
Anaylsis: You are only aloud to pick 10 objects What 10 items do you pick from the 19?
Why did you pick these 10 objects?
Are the other objects not important?
Conclusion: Go home and pack a survival kit with your family
Center #5 Think First: Floods and what they destruct!
Question: What is the difference between a flood and a flash flood?
Procedure: Go to the favorites section on the computers and find the one labeled “floods”
- Next you will explore the website and learn everything you can about floods. - After you are confident that you know everything on the website go and take the quiz under the quiz section of the website.
- After everyone has completed the quiz raise your hand and the teacher will come around and give you another sheet.
- Now that you have the answers to the quiz discuss why these answers are correct and how you did on your quiz.
- Now come up with a quiz about floods
Data: What can go on your quiz that will help learn more about floods?
Is your quiz going to be short answer or multiple choice?
Analysis: How are you going to grade the quiz?
What are you going to do for a lesson in order for the students to learn the material on the quiz?
Conclusion: Take the quiz home and give it to your parents and see how they do. 7 Jessica Falk
Technology lesson
It’s raining, It’s pouring! Grades 4-6
Materials: 3 clear cups, tap water, baking soda, vinegar, cabbage water, 7 clear jars, 1 piece of chalk per student, 7 eye droppers, 7 nails, a few pieces of grass per group, TQPDAC, web quest instructions, web quest questions, computers (preferably computer lab), back up print out of web quest, poster board, markers, “Ten Things…” hand out References: http://www.hcdoes.org/airquality/Outreach/teachact2.htm http://lakelandschools.org/LCBMS/Teachers_Pages/JTOLEDANO/AcidRain/Webqueste mplate.htm http://www.proteacher.com/cgi-bin/outsidesite.cgi? id=5268&external=http://www.miamisci.org/ph/guide.html&title=The%20pH %20Factor&original=http://www.proteacher.com/prosearch/search2.cgi? c}}nil{{s}}acid+rain{{n}}1
Science Process Skills: MCF and Science Topics: Lesson Objective: The Inquiry, Constructivism, MCF I, CS I, E1 students will discover how TQPDAC, Observation, (generating questions) and why acid rain occurs Communicating, Predicting, and it’s effect on the world Inferring, Identifying and MCF V, CS 3, E2 around us. controlling variables, (weather conditions) Formulating hypothesis, Experimenting
Key question: How and why does acid rain occur?
Common misconceptions: Clouds are formed by vapor from kettles; Acid rain, ozone depletion and greenhouse effect are thought to be caused by same things and produce the same changes in the environment (found online); Rain water should be neutral in pH (found online).
Set up prior to lesson: Have all supplies either in the back of the room or on a table in the front of the room. Have hand outs in front of the room as well. Make sure experiment supplies are in an easily accessible area and make sure there is enough for everyone. Print out web quest in case of technical difficulties.
Task Description Theories/Methods Engage -This lesson will follow the flood lesson. -Brain Based Learning: Activity -Start out by having students seated in ~Relaxed Alertness: low threat, -Magic their chairs, facing the teacher. Make sure high challenge state of mind liquids everyone can see the front of the room. ~Active Processing: making -Place the three clear cups on a table so the meaning through experience entire class can see them (glass one will processing have one cup of water in it (neutral), glass -Multiple Intelligences: two will have one cup of water and baking ~Verbal-Linguistic: listening soda (basic), and cup three will have 1 cup ~Existential: deep thinking of water and vinegar (acidic). -Ask for a volunteer. -Learning Modalities -This student will pour ¼ cup cabbage ~Visual: watching water (the purple solution) into cup one. ~Auditory: listening (The solution will turn purple-neutral). ~Kinesthetic: volunteers are -Ask for another volunteer and have them moving around pour ¼ cup cabbage water into the second cup. (The solution will turn green-basic). -Control/Choice Theory: ~Fun: interesting activity -Ask for one more volunteer and have ~Personal Power: allowed to ask them pour ¼ cup cabbage water into the any questions last cup. ) The solution will turn red- acidic). -Problem Based Learning: -Make a list of the students’ questions on challenges learners and helps the board and ask them for possible develop effective problem solving reasons for the color changes. skills Explore -Split class into groups of 4. -Constructivism: Building on what Activity -Give each group one clear jar, one piece was already observed/learned to -Vinegar and of chalk per student, vinegar, an eye review and comprehend ideas in a chalk statues dropper, nails and a few pieces of grass. new way. -TQPDAC -Instruct students not to touch materials -Inquiry: coming to conclusions by until further notice. experimenting and analyzing -Hand out TQPDAC and explain that acids ideas/concepts independently react chemically with limestone (vinegar is an acid and chalk is limestone). -Higher Order Thinking: -One TQPDAC must be received from ~Lower level: describe, explain, every student, even if they are working in experiment groups. ~Higher level: TQPDAC -Have them follow instructions on the TQPDAC until they’re finished with it: -Brain Based Learning: *Carve a design in the chalk using the ~Relaxed Alertness: low threat, nail (squiggly line or initials). (Chalk high challenge state of mind ~Orchestrated Immersion: an represents statues in real life). authentic experience *Pour vinegar into jar (fill jar 1/2). ~Active Processing: making *Place piece of chalk into jar. meaning through experience *Eye droppers may be used to place processing drops of vinegar on chalk. *Observe carefully. -Multiple Intelligences: -When they’re done, have them hand in ~Verbal-Linguistic: listening, speaking, writing their TQPDAC in the front of the room ~Mathematical-Logical: and return supplies to the middle of the performing experiments table. ~Bodily-Kinesthetic: hands on -During the experiment, walk around and experiment offer help to the groups if needed. -Learning Modalities: ~Visual: reading instructions, watching/observing ~Kinesthetic: hands on experiment
-Control/Choice Theory: ~Love/Belonging: everyone in the group should feel accepted ~Personal power: independent experiments ~Fun/Enjoyment: hands on experiment
-Cooperative Learning: Doing experiments in groups Processing -Allow students to break into pairs or give -Constructivism: Building on what Activity them the option to work alone. was already observed/learned to -Web quest -Hand out web quest (see attached papers) review and comprehend ideas in a instructions and hand out, and let them new way. read them over. Ask them if they have any -Inquiry: coming to conclusions by questions. experimenting and analyzing -Take students to computer lab. The web ideas/concepts independently quest will be bookmarked on the computers for easy access for the students. -Higher Order Thinking: (lower -Before they start, go over website with level)-using the websites to them so they can see what is being asked answer questions of them. (Not all sections are to be completed). -Brain Based Learning: -Allow them to work through web quest ~Relaxed Alertness-a low and offer assistance if they need it. threat, high challenge state of -(There is a back up print out of the web mind. quest websites in case of a technical ~Active Processing-making difficulty). meaning through experience -When the students are finished, collect processing on the websites. the papers and return to the classroom. -Multiple Intelligences: (Every student must turn in an answer ~Verbal-Linguistic: writing, sheet, even if they are working in pairs). listening
-Learning Modalities: ~Visual: reading from the websites ~Kinesthetic: working on the computers -Control Choice: ~Personal Power: working independently on the computers ~Fun: kids enjoy using computers
-Cooperative Learning: working in pairs Further -Students are to break into the same -Constructivism: Building on what Investigation groups they worked in for the vinegar and was already observed/learned to -poster chalk statues experiment. review and comprehend ideas in a -In the library or in the computer lab, they new way. are to locate pictures of forests and other -Inquiry: coming to conclusions by landscapes that have been destroyed by experimenting and analyzing acid rain. ideas/concepts independently -After gathering resources, they must make a poster displaying the effects of -Brain Based Learning: acid rain on mother nature. There must be ~Relaxed Alertness: low threat, at least 5 pictures on the poser to receive high challenge state of mind credit. ~Active Processing: making -They may write facts about acid rain on meaning through experience the poster as well. processing
-Multiple Intelligences: ~Verbal-Linguistic: listening to others, speaking, writing
-Learning Modalities ~Visual: watching ~Auditory: listening ~Kinesthetic: working on computers
-Control/Choice Theory: ~Love/Belonging: everyone in the group should feel accepted ~Personal power: independent research ~Fun/Enjoyment: working in groups and working on computers. Applications -Make sure all students turned in web -Constructivism: Building on what -Letter quest questions and have them return to was already observed/learned to their seats. review and comprehend ideas in a -Hand out “Ten Things You Can Do…” new way. worksheet. -Inquiry: coming to conclusions by -Each student is to write a letter to a experimenting and analyzing person of their choice (family member, friend, etc) explaining what they learned ideas/concepts independently about acid rain and some possible solutions to reduce acid rain (from hand -Higher Order Thinking: (higher out). level)-composing a letter about *Letter should be about a page long acid rain (must include 3 suggestions). -They should do this for homework and be -Brain Based Learning: prepared to turn it in tomorrow. ~Relaxed Alertness: low threat, high challenge state of mind ~Orchestrated Immersion: an authentic experience ~Active Processing: making meaning through experience processing
-Multiple Intelligences: ~Verbal-Linguistic: writing and teaching about acid rain
-Learning Modalities: ~Kinesthetic: writing a letter
-Control Choice: ~Personal power: students are allowed to choose who they want to write a letter to and how the want to organize it. Assessment -TQPDAC=15 points Constructivism: Shows how ~Credit/No credit students build new ideas on top of old ideas. -Web Quest=20 points ~Graded on correctness, 4 points per Higher Order Thinking: Shows question different tasks that students must accomplish. Letter=15 points ~Graded based on completion (Did they give suggestions on how to lower or prevent acid rain?) -5 points per suggestion.
Group Poster=20 points ~at least 5 pictures on the poster (2 points per picture-up to 5 pictures) ~showed effects of acid rain (10 points)
Total Overall: 70 points Handouts and -TQPDAC visual aids -Web Quest instructions -Web Quest questions -“Ten Things” hand out
Chalk Statues
Think First: Tap your prior knowledge. What do you already know about acid rain? Question: What effect does acid rain have on the world around us (statues, grass, metal)?
Procedure: 1. Carve a design or initials into the pieces of chalk, using the nail provided. (This will make your chalk unique and represent your statue). 2. Fill jar 1/2 of the way with vinegar. 3. Drop in pieces of chalk. 4. Make observations.
Data:
Draw statue before dropped into jar of vinegar
Draw statue after making observations
Analysis: What do you think would happen if you put grass into the vinegar? What about your nail? After finishing your experiment, try them out! Draw diagrams below.
Conclusion: How do you think acid rain would effect the chalk, grass, and nail? (Keep in mind that vinegar is more acidic than acid rain!)
Acid Rain Web Quest Instructions 1. Before going to the computer lab, read over the question sheet to make sure you understand what all of the questions are asking. If you’re unsure about something, please don’t hesitate to ask.
2. You have the choice to either split into pairs or to work individually. No matter what you’re decision is, every person needs to hand in an answer sheet.
3. Once you enter the computer lab, find a computer. The website which we are using is bookmarked for you and I have bookmarked it under “Acid Rain”.
4. Continue to this site and once you’re there please read the paragraph below the picture.
5. After reading that paragraph, use all of the resources given to you on that site to answer the question on the question sheet. IGNORE ALL OTHER DIRECTIONS ON THE SITE (I only want you to fill out the question sheet.)
6. Once you are done with the question sheet, please hand it in to be graded.
8 Name: Amanda Falk Type of Lesson: Technology
Contact Information: [email protected]
Lesson Title: Like a Fish Out of Water Grade Level: 4th-6th grade
Materials: A Fish Out of Water by Helen Palmer, paper, computer lab, paper, TQPDAC (environment and website), Little Town scenario and directions, fish tanks (one/group), plants, soil, sand, bowls, water, rulers, heat lamps (one/group)
References Palmer, H. A Fish Out of Water. New York: Random House. 1961., http://library.thinkquest.org/16132/html/drought.html (website and questions) http://www.nytimes.com/learning/teachers/lessons/20000425tuesday.html (Little Town), http://www.irrigation.org/pdf/drought.pdf (Misconceptions) http://drought.gisworkshop.com/DroughtMapper (drought impact)
Key Question: How would you feel and what would you do if you were that fish living without enough water?
Common Misconceptions: Drought is the result of the lack of rainfall, One good rainfall is sufficient to restore the water supply during a hot, dry summer (http://www.irrigation.org/pdf/drought.pdf)
Set up Prior to Lesson: reserve computer lab, bookmark web quest on computers in lab, print off website material in case back up plan is needed, read over book a few times to become familiar with it, set worksheets and paper aside for when it is needed, get plants, soil, fish tanks, heat lamps and set them aside.
Science Process Skills: MCF and Science Topics: Lesson Objective: Students Observing, Classifying, MCF1, CS1, E1, generate will be able to examine, Communicating, Inferring questions analyze and interpret the MCF1, CS1, E2, develop causes, effects, and solutions solutions to a drought. MCF3, CS5, E3 describe basic requirements for living things MCF5, CS3, E2, describe weather conditions Task Description Theories/Methods Engage -Welcome students and ask them to quietly join you in the -Inquiry – Students use questions Activity group area of the classroom. to investigate and form new -Show them the book and ask: knowledge. They use prior -Book- *Has anyone read this book before? knowledge to form ideas and relate A Fish Out of *What do you see on the cover? it to new knowledge and ideas. Water by *What do you think the book will be about? Helen Palmer *Has anyone owned a pet fish before? -Constructivism – students use past (summary at -Read book to them, showing the pictures. knowledge to answer questions back) -Stop every so often to ask questions related to the story and understand information. or pictures *What is going on in this picture? -Control/choice theory – students *What would you do in this situation? can sit back and comfortably enjoy -When finished with the book ask questions related to the a story while learning at the same book: time. *What happened during the story? *What would you do if your pet fish kept growing and -Multiple Intelligence – Verbal you had no where to keep it? Linguistic - students listen to the **Key Question: How would you feel and what would story and comprehend the words you do if you were that fish living without enough water? and questions. ** -Brain Based – relaxed alertness, orchestrated immersion, and active processing - emotional, students can relate to the story and answer some of the questions based on personal experiences.
-Learning modalities – visual and auditory – Students see the pictures and hear the words and questions.
-Higher order thinking – Students relate, discuss, and apply what they know to the story and questions (knowledge, comprehension, and application).
-Reading aloud
Exploring -When done discussing book, tell students they will be -Control/Choice Theory – Students Activity doing an experiment over the course of two weeks. are learning in a kind and - Explain to them that they will be observing a mini accepting environment. They have -TQPDAC environment and describing the changes and effects on the personal power and freedom to the environment. complete the assignment on their -A mini environment with plants and water will be put own. They are taking part in an into a fish tank (one for each group). enjoyable hands on activity. - A heat lamp (after first week) will be placed over the fish tank. No water is allowed to be added to keep plants -Multiple Intelligences – Verbal alive. Linguistic – Students must listen to - Students will have to watch the environment and and read directions in order to describe the changes over the course of two weeks. They understand them. will also measure the water in the bowls to see if/how that has changed. -Brain Based Learning - Task is -This will show them the effects a drought can have on organized around real experiences the environment. and complex thinking. Learning - After experiment is explained and all questions are takes place at a low threat and answered, break students into groups of four or five. complex state of mind (relaxed -Have them place dirt, water, sand, and plants in the fish alertness), during an authentic tank. experience (orchestrated - Have students write initial observations of environment immersion), and by making before heat lamp is added. meaning through experience -Turn heat lamp on after first week is complete. (active processing). -At the end of the two weeks have students discuss *What happened to the environments over the past two Blooms Taxonomy – Students weeks? must examine, investigate, *What happened after the heat lamps were turned on? discover, judge, assess, and *Why do you think that happened? conclude (analysis and evaluation) *What could we have done to prevent it? *What surprised you about the experiment? Cooperative Learning – Students *What did you learn from doing this experiment? work together in groups to *What would it be like if people lived in an accomplish the task. They do this environment like that? using group interdependency and face to face interaction. Processing -As students walk back into the room, have them quietly -Constructivism – Students apply Activity sit in their seats. prior knowledge (and knowledge -Explain to them that they will be making a 3 column acquired in class) about droughts -3 column chart and filling it out using some of the things they to organize information in a chart chart learned in the computer lab. format. -Hand out piece of paper to each student. -Have students divide the piece of paper into thirds -Multiple Intelligences – Verbal- creating three vertical columns. Linguistic – Students listen to -Instruct students to label columns: directions and write in order to *Effects of Droughts accurately accomplish the task. *Positive or Negative Effect? (or both) *Why the Effect is Positive or Negative -Brain Based Learning – Task is -Explain to students that using what they learned from the organized around real experiences previous activity they are to fill out the chart with at least and complex thinking. Learning five different effects of droughts, tell whether the effect is takes place at a low threat and positive, negative, or both, and explain why. complex state of mind (relaxed -When finished with that, they are to write the definition alertness), during an authentic of a drought in their own words based on what they have experience (orchestrated learned. immersion), and by making -Ask if anyone has any questions. If not, students may meaning through experience begin working. (active processing). -After ten to fifteen minutes ask students to put all supplies away. If chart is not complete, it may be -Higher Order Thinking – Students completed for homework and turned in the next day. must explain, apply, organize, and -Once everyone’s charts are complete (the next day) decide what the effects of a students will break into pairs and discuss their charts for drought are and whether they are ten minutes. They will look at the similarities and positive, negative, or both differences and anything they forgot to include in their (comprehension, application, own. analysis, evaluation).
-Control/Choice Theory – Students are in an accepting and belonging environment where they have the personal power and freedom to complete tasks and make decisions.
- Graphic Organizer – Students use a graphic organizer to analyze the effects of a drought. Further -After all supplies are put away tell students that we will -Control/Choice Theory – Students Investigation be heading back to the computer lab to do a little more are learning in a kind and exploring. accepting environment. They have -Drought -Have one student hand out TQPDAC to everyone. the personal power and freedom to Impact -As that is being done, display website on the overhead complete the assignment on their Reporter and screen for everyone to see. own and explore the website on TQPDAC -Read over TQPDAC with the students. their own. Going on the computers http://drought.g -Once that is read, show the students step by step on the is a hands on activity that the isworkshop.co website what they will have to do. students can enjoy. m/DroughtMap -Ask if anyone has any questions. If not, have students per/ line up at the door. -Constructivism – Students use -When everyone is seated at a computer have them log in prior knowledge and relate it to and begin working. new information to form their own -Give students twenty minutes to work. ideas and create new knowledge. -Once the work in completed, collect the worksheets as students line up at the door. -Multiple Intelligence – Verbal -Walk quietly back to the classroom. Linguistic – Students must listen to and read the directions in order to *As a back up plan: have pages from website printed off understand and successfully so students can use those to look up the answers if the accomplish the task. computers or website isn’t working. -Brain Based Research – Students are learning at a low threat, high challenge state of mind (relaxed alertness), they are in a complex authentic experience (orchestrated immersion), and they are making meaning through experience (active processing).
-Using Technology – Students must use a computer and the internet in order to complete the TQPDAC. Application -As students walk in the door, give them a number 1-5. -Constructivism – Students use -Have all the number ones stand together, number twos prior knowledge to relate prior -Little Town together and so on. knowledge to new information http://www.nyt -Have each group move the desks into groups so every imes.com/learn student in the group can hear and see every other member -Control/choice theory – students ing/teachers/les of the group. have the personal power to do their sons/20000425 -Hand out directions to each group. assignment in groups, make their tuesday.html -Read over directions and assign each group the following own choices, and have the freedom task: to do so on their own. *Imagine that your group represents the citizens of Students also have a feeling of Little Town. Little Town is a lovely town situated in the belongingness while working in foothills of the White Peak Mountains near scenic Eagle the group. Creek. Little Town has a year round population of 10,500 people. During the summer, this population doubles to -Higher Order Thinking – Students about 20,000 as people with summer homes and people discuss, solve, simulate, apply, on summer vacation return to this beautiful recreational inquire, imagine, develop, and area. A drought has afflicted your region for the past decide while forming a solution as several years, and Eagle Creek is nearly dry because the a group to the given problem upstream reservoir, North Lake, has almost no water left. (comprehension, application, Eagle Creek is mainly used for recreational purposes analysis, synthesis, and (rafting, fishing, swimming, etc.), but North Lake is used evaluation). to generate hydroelectric power for Little Town and other neighboring towns, as well as for recreation. The citizens -Brain Based Learning – Students of Little Town need to find a way to save their creek from are in a low threat, high challenge the impact of the drought. state of mind (relaxed alertness), -Explain to the class that each group will have forty are taking part in an authentic minutes to brainstorm solutions to the following experience (orchestrated questions: immersion), and are making *What effects is the drought having on your town? The meaning through experience people? The wildlife and plants? The lake and creek? (active processing). *What solutions do you see for Little Town and North Lake? (What can they do to save the creek and lake from - Multiple Intelligence – Verbal the drought?) Linguistic – Students listen to each *How will the town go about doing these things? other and speak with each other in -Ask if anyone has any questions. order to come up with a solution to -Give students forty minutes, while walking around and the problem. spending a few minutes with each team listening to their discussions. -Inquiry – Students use questions -After twenty minutes gather the full group and give each to investigate and form new group time to share their group's solutions. knowledge. They use prior -After everyone got a chance to share, ask students knowledge to form ideas and relate *Did any of the groups think of a solution you hadn’t it to new knowledge and ideas. thought of? *What was your favorite solution to the problem and - Problem Based Learning and why? Simulation – Students are given a *Do you think these solutions would work in real life? pretend situation (simulation) and Why or why not? are asked to work together to solve the problem (problem based learning).
- Cooperative learning – Students work together in small groups to achieve a specified task. The group members must depend on each other to accomplish the task (interdependence). Through face to face interaction they listen and respond to each others suggestions and comments. Assessment -TQPDAC (environment) - Inquiry and Constructivism – by Credit/no credit – 10 points collecting these different items, the -3 column chart teacher is able to see how the Credit/no credit – 5 points students used prior knowledge and -TQPDAC (website) related it to new ideas and Credit/no credit – 10 points information to form new -Little Town participation and write up knowledge. Credit/ no credit – 20 points -took part in group activity (15) and class discussion - Multiple intelligences – Teacher (5) is also able to see how students Total points possible - 45 perform while doing different tasks from Bloom’s Taxonomy (knowledge, comprehension, analysis, evaluation, etc.). Hand Outs -Fish Out of Water book and Visual -TQPDAC (environment) Aids -TQPDAC (website) -Little Town scenario and directions
Our Own Little Droughts Think First!!!: Tap into your prior knowledge. What do you already know about droughts?
Question: How do droughts effect the environment? What effect do they have on plants? How do they effect lakes/rivers?
Procedure: 1. As a group, you will create your own environment. 2. Add dirt, sand, water, and plants to the fish tank. Arrange them any way you would like, but each group must have at least two plants and a bowl of water. 3. After environment is created, write down initial observations. Measure the amount of water in the bowl. 4. You will continue doing this for a week making sure you measure the water each time. 5. After the first week, a heat lamp will be added to the environment. 6. You will continue observing you environment and recording your findings for another week.
Data:
Week Day Measurement of Water Day 1: Day 1: 1
Day 2: Day 2:
Day 3: Day 3:
Day 4: Day 4:
Day 5: Day 5:
Day 1: Day 1: 2 Day 2: Day 2:
Day 3: Day 3:
Day 4: Day 4:
Day 5: Day 5:
Analysis: Did your results surprise you at all? If so, why? Were there any major differences after the heat lamp was added? What were they? Why?
Conclusion: Based on your observations, what causes a drought? What can be done to prevent droughts? Droughts Around the US Think First!!!: Tap into your prior knowledge: What do you already know about droughts?
Question: How many states around the United States are being affected by a drought right now?
Procedure: 1. Log onto computer and sign onto the internet. 2. Type in web address http://droughtreporter.unl.edu/ (it is also bookmarked on the computer) 3. On the right side of the screen, you will see a box that it titled Map Options. Make sure that Water/Energy is the only one with a check mark next to it. Click submit. 4. Count the number of states that are being affected. Write your answer here . 5. Now choose 5 of those states and fill out the chart below.
Data: Color of State # of Reported Impacts Name of One City Under Impact 1
2
3
4
5
Analysis: Did your results surprise you at all? If so, why? Why do you think those states are experiencing a drought right now? Why do you think the state of Michigan isn’t being affected by a drought right now? Conclusion: How many states around the United States are being affected by a drought right now?
9 Name: Jessica Kreuyer
Type of Lesson: Technology
Contact Information: Cell Phone: (616)532-9162 E-mail- [email protected]
Lesson Title: The amazing world of fire! Grade Level- 5th grade
Materials: 5 pans, pine needles (dead, alive, burned and wet), leaves (dead, alive, burned, wet), 25 matches, TQPDAC, computers, Mural paper, markers, crayons, colored pencils, movie (Lake Wales Ridge State Forest), lined paper, pencils.
References: http://www.windowsintowonderland.org/fire/teachers/lightafire.htm http://cnnstudentnews.cnn.com/2001/fyi/lesson.plans/07/30/yellowstone.fire/ http://www.scsc.k12.ar.us/1999Outwest/members/WatersJ/lesson_plan.htm http://www.pbs.org/americanfieldguide/teachers/fires/fires_unit.html
Science Process Skills MCF and Science Topic Lesson Objective - Observing MCF I, CS1, E2 The students will be able to - Classifying (observation through explain what is needed to - Communicating experimentation) start a fire and explain if - Predicting one part if missing why a - Identifying and MCF IV, CS2, MS2 fire won’t start. The controlling variables (chemical changes) students will also learn how - Formulating Hypotheses to put out a fire and what - Interpreting Data can be done in order to stay - Experimenting safe.
Key Question: What is needed to start a fire and if one things is not present can a fire start? Common Misconceptions: Many children believe you only need a match to start a fire, when there are two other components of oxygen and fuel. Children believe that water drowns fire when it really only takes away the heat. Also children think that anything can catch on fire.
Set up prior to lesson: Set up five pans with necessary materials listed in the lesson. Make sure video is rewound and the Internet is working on all computers. Bookmark the websites that the students will use on each computer.
Task Description Theories/Methods Engage Activity - Now that you know what happens when - Control/Choice theory- there is not a lot of water, we are going to During this activity the - Students will look at how that can start fires that can spend students will be able to play the game over mile and miles. have fun and enjoyment. telephone to compare to how -First the students will come in and sit in a - Brain-based learning- fast a forest fire circle in the front of the room. The students will be can spread. doing active processing - The teacher will join the circle and sit in while doing this activity. between two students. They will be involved with the activity through - The teacher will then whisper “fire can it entirety. spread so fast it can take over an entire area” Cooperative learning- - The student who was whispered too will They will have to listen then whisper the same thing the teacher said to their neighbor in order to the student next to them. to participate in the activity. - This will travel around the circle until all the students have been whispered to.
- After it has gone around the circle the teacher will ask the last student what they heard (it will probably be a lot different then the first sentence that was said by the teacher).
- The teacher will then have all the students go sit in their seats and will discuss that they are talking about forest fires today.
- She/He will explain how, just like the sentence that went around the circle, a forest fire can travel fast and turn bigger than what it started with. Exploring - First put the students in groups of 4-5 - Learning Modalities- Activity They students will be - At each table have one of the fire pan outside and trying to see - Students will Pan #1: A good assortment of sizes of leaves, and hear if they can start explore different pine needles, etc. all green. a fire. contents in Pan #2: Same as #1, but everything should be buckets and set dead and dry. - Higher order thinking- them on fire. Pan #3: Same as #2, but everything should The students will first They will discuss be damp. take what the know what happened Pan #4: A good assortment of pans # 1,2,and about fires and then and how fires start 3, all partially burned. analysis it to start the fire and spread. Pan #5: An assortment of pans #1,2, and 3, all and do an evaluation at of large diameter (small surface area to the end with the volume ratio – i.e., no kindling.) TQPDAC.
Make sure that every group of students has a Multiple Intelligence- water bucket to bring outside with them. The students will use some of the different - Each team will be give one pan. They will intelligences during this head outside and be given designated spots to experiment. They will start their fires (cement basketball court) use the naturalist, bodily- kinesthetic, - The students will work together to try and Interpersonal, and get the contents of their pans to start on fire. verbal-linguistic This seems easier than it really is. The intelligences. students will not know anything about the pans (which one is dry, wet, green, dead, etc.) Control/Choice- The students will have fun - The students will have 10 minutes to with this activity and perform this activity. They will be given 5 also have freedom to matches to try and start their fire. After 10 start the fire on their minutes, if no one has started their fire they own. will be given 5 more matches and 10 more minutes. Cooperative learning- The students will work - During the experiment the students follow a together in order to try TQPDAC. and start the fire.
- At the end of the experiment the teacher will Problem Based- The guide discussing about the buckets and students are given a explore why some started and some might not problem on whether or have. not that fire will start. They will have to try and - The teacher will ask the students what are solve it by actually trying the three things needed to start a fire. After to start a fire with their students have formulated some ideas the materials. teacher will guide discuss about the topic. Processing - For this activity the students will be put into - Learning modalities- Activity groups of 2-3 students. The students will not only read and watch - Students will - They will go on the Internet and click on things on the Internet, read an article and favorites. There they will find an article titled but they will also give presentation “Yellowstone evacuated due to blaze.” They listening to what other about their will read the article after clicking on groups have to say. findings. They favorites. It is under the URL CNNfyi.com. will research on If technology is unavailable they will go to Higher order thinking- the Internet to the library and research how a forest fires The students will collect find information. start and how they be put out. They will still data and process it into a then present their findings to the class. report that they can give to the class. They will - After each group has read the story they will synthesis the information look up information on the techniques and do an evaluation on mentioned in the CNNfyi.com article for fire it.. fighting. They will come up with a list and brainstorm more ideas on how to prevent Control/Choice- The fires. students will have the freedom to research - The students will then present their finding things on the Internet to the class in a presentation. They will be about the article. given materials to make posters and overheads to present their material. These Constructivism- The presentation should be about 5-10 minutes. students will be only given the first article and from there they will have to research and find out new information on their own.
Prepared curriculum- The students will be given the article, in which the teach found it already done on the Internet.
Cooperative learning- The students will research together and present the new material to the class. Further - The students will first brainstorm ideas in a Higher order thinking- Investigation group about what they know about fire and By using the KWL chart what they would still like to learn. the students will progress - The students from not knowing a lot to will learn more -After they have brainstormed some ideas the more information that about forest fires whole class will make a t-chart of the they will analysis and and make murals positives and negative of fire. evaluate. to depict changes before, during, - Once the class has completed the t-chart Constructivism- The and after a fire. they will go back into their groups and the students will tell what teacher will split up the positives and they do know and negatives between the groups. explain what they want to learn. They will have - The groups will then go on the Internet and many ways of gaining research the positives and negatives they new information from were assigned. Each group will be given the Internet. around 2-3 positives and 2-3 negatives. They can use any source of information they would Learning Modalities- like (Internet, books, newspaper, etc.) The students will not only read and listen, but - They will have to find research to back up also be able to paint and the ideas the students had in class. draw and use their kinesthetic skills. - After they have done the research there group will present it to the class. From there Cooperative learning- the groups will make murals about fires. The students will work together with research - They will make murals that will depict the and also on the murals. changes before, during, and after a fire. Integration thematic instruction- The students will not only use English, but also use art to make their murals. Application - The teacher will give the students this - Higher Order Thinking- question and have them write a paragraph The students will first - The students about what they think. use their own knowledge will answer a to answer the question question before -Smokey the Bear says 'Only you Can and then will interpret and after a movie. Stop Forest Fires'. Why should people avoid and analysis information This assignment forest fires and should we stop all forest fires from the movie to write will mostly be if possible? on evaluation as take home. homework.. - After the students have written some things - This video talks down they will discuss it with the class. Constructivism- The about the forest students will be given a and different - Next the teacher will play the video “Lake question and from there aspects of the Wales Ridge State Forest.” It can be found they will have to explore forest. It also online or can be rented. and research in their own talks about how ways. they are going to - After the students have watched the video rebuild their they will be given a homework assignment. Prepared Curriculum- forest after fire The teacher will get the has taken place. - The students will answer the same question video and idea from It talks about the given before the movie and write a 1-2 page other lessons taught by seeds of plants, report answering the question. They can take different people. ponds, and trees ideas from the movie and also any other in the forest and sources they want to. how they protect against fire. Assessment - The students will be graded on many things - Constructivism- I will during this lesson. Here is the breakdown of look to see if the students - The teacher will points. did research and come up grade students on with new ideas and things done - 10 points for completing the TPQDAC information. throughout the (credit/no credit) lesson - 10 points for poster and presentation Learning Modalities- I (credit/no credit) will look to see with the - 20 points for the murals (credit/no credit) students did well with - 30 points for the paper their work and learned - full credit (well researched, flows through being visual, well, double spaced, 12 point font, 1-2 pages, auditory, and kinesthetic. good grammar) - 5 points will be taken off for Cooperative learning- I each item not completed will see if the students - double spaced worked successfully in a - 12 point font group. They will have to - 1-2 pages be successful in groups - evidence of research in order to receive credit for group assignments. - Through the students activities and discuss, the teacher should be able to see if the students fully understand the objective of the lesson.
Handouts and TPQDAC visual aids Think First: Ever been camping? What do you know about starting a fire?
Question: What can be done with materials to make them not start on fire?
Procedure: - First feel your contents to figure out what is it and if anything has been done to it - You will be given only 5 matches, so you must think before they act. - You will be given 10 minutes to set your contents on fire - Every group has a different pan of materials.
Data: How does your material feel?
Can you tell a difference in your content from the other groups just by looking at it?
Analysis: Did your materials start on fire?
How fast did it burn, if it burned at all?
What set up worked the best for you to get the fire started?
Share your TQPDAC with a neighbor group and try and figure out what made your fires start or not start
Conclusion What do fires need in order to start? 10 Jessica Falk
Children’s book lesson
The Quaking Earth! 4th-6th grade
Materials: 2 hard boiled eggs, overhead of earth’s layers, A Pizza the Earth worksheet, markers or crayons, overhead of Earth’s tectonic plates (one for each table), handouts of earth’s epicenters (one for each person), pencils, atlases/globes, teacher copy of plate tectonic hand motions, 2 TQPDACs, Styrofoam blocks for each student, 3 colors of paint, paint brushes, cutting utensil, poster boards, markers, Danger! Earthquakes (book), poster board References: www.sciencekitsforkids.com EDU 345 Methods course pack, pg. 52. National Science Teachers Association, Tremor Troop Earth Quakes. Washington D.C; NSTA,Oct. 1988 http://www.google.com/search? hl=en&lr=&oi=defmore&defl=en&q=define:Epicenter Simon, Seymour. Danger! Earthquakes. New York; Sea Star Books, 2002.
Science Process Skills: MCF and Science Topics: Lesson Objective: The Inquiry, Constructivism, MCF I, CS1, E1 (questions students will discover plate TQPDAC, Observation, based on observation) tectonics and how they Communicating, Predicting, MCF V, CS1, E4 (natural cause earth quakes. Inferring, Formulating changes in earth’s surface) hypothesis, Constructing models
Key question: How do earth quakes happen? Common misconceptions: Continents do not move, California will eventually fall off into the ocean, Set up prior to lesson: Have all supplies either in the back of the room or on a table in the front of the room. Have overheads near overhead machine and hand outs in front of the room as well. Make sure paints and other supplies are in an easily accessible area. Task Description Theories/Methods Engage -This lesson will follow forest fires. -Constructivism: Using prior Activity -Start out by having students seated in their knowledge of earthquakes to -Hard Boiled chairs, facing the teacher. make a list of what is known. Egg -Teacher will then bring out a hard boiled egg that is cut in half and discuss the layers -Higher Order Thinking: of the earth (shell=lithosphere, ~Higher Level: Comparing white=mantle, yolk=outer and inner core)- earth’s layers to egg and Show overhead of layers and ask students to comparing earth’s plates to color and label the earth’s layers on egg shell worksheet (A Pizza the Earth). -Then teacher will ask what would happen to -Brain Based Learning: an egg shell (lithosphere) if it was tapped on ~Relaxed alertness (low the desk. threat, high challenge state of -Teacher will tap another hard boiled egg on mind) the desk until little cracks are formed. ~Active processing (making -Once cracks are formed, point out adjoining meaning through experiences). sections of shell, and explain how the lithosphere is also divided into sections -Multiple Intelligences: which we call plates. ~Verbal-Linguistic -Explain how unlike the shell, the plates of (listening, writing). the earth are in motion (even if they do move at a very slow rate) which causes earth -Learning Modalities: quakes. ~Visual: watching, reading -Make a list of what they know about earth ~Auditory: listening quakes on the board. -Control Choice Theory: ~Personal Power (personal knowledge about earthquakes) ~Fun and Enjoyment (unique egg demonstration)
Explore -Teacher will pass out Styrofoam block to -Constructivism: Building on Activity each student, 3 paint colors, and paint what was already learned to -Styrofoam brushes review and comprehend ideas block faults -Teacher will cut Styrofoam blocks in half in a new way. -Candy bar (at an angle) activity -Students will paint 3 horizontal colored -Higher Order Thinking: stripes on both pieces of Styrofoam (make ~Lower level: Summarizing sure color stripes are consistent on both what was learned by using pieces: if yellow is on top on one, yellow blocks to review should be on top of the other one as well). -After the candy bar activity and once the -Brain Based Learning: paint is dry, students can demonstrate ~Active processing (making movements of plates and the 3 types of plate meaning by doing the candy boundary movements. bar activity and doing the -Have them return materials to the front of motions with the Styrofoam the room and wait for further instruction. blocks) -Once all materials are put away and students are seated, pass out Edible Tectonics -Multiple Intelligences: TQPDAC. ~Visual Spatial (painting, -Read over directions with students and then touching the candy) hand out one candy bar to each student. ~Bodily-kinesthetic (hands -Have them follow instructions on TQPDAC on) until they are finished with it: *unwrap candy bar and use finger nail to -Learning Modalities: make a few cracks in the middle of the top of ~Visual: seeing the faults the candy bar. physically in front of them *Hold the candy bar (top facing up) with ~Auditory: following your left thumb and pointer finger on its left directions, listening to others side and your right thumb and pointer finger explanations on its right side. ~Kinesthetic: hands on *Slowly stretch the candy bar apart (only a few centimeters or less). The caramel should -Control/Choice Theory: become slightly exposed. ~Fun and enjoyment: *Push the stretched candy bar back painting, “crafts”, playing with together again. It’s okay if the chocolate candy, eating the candy, hands crumbles or pushes under another piece of on chocolate. ~Freedom: working *Continue to slowly move the candy bar independently apart and together again until you can explain why the chocolate moves on the layers underneath it. *Once finished, pull the two sides of the candy bar completely apart and study the layers inside. *Don’t forget to eat your model and then clean up your materials! -TQPDAC’s can be handed in at the front of the room once they are completed. *Have students get Styrofoam blocks out (the paint should be dry by now) and have them try to re-enact what happened with the chocolate on their candy bars. -They can explain to the people at their table what happened to their chocolate, using their Styrofoam blocks. Processing -Students will still be seated in seats. -Higher Order Thinking: Activity -Teacher will pass out TQPDAC ~Higher level: TQPDAC, -TQPDAC -Explain that an epicenter is: “The point on Comparing maps to one -Plotting earth Earth's surface immediately above where an another. quake hot spots earthquake was generated.” (epicenters) -Students will be given a world map with -Inquiry: coming to -connecting hot epicenters on it. conclusions by experimenting spots to plates -Then teacher will pass out an overheard and analyzing ideas/concepts map of the world’s tectonic plates to each independently table (one per table). -They will be asked to study both maps and -Brain Based Learning: compare the two. Do they notice any ~Relaxed Alertness: low similarities? Why are the epicenters clustered threat, high challenge state of the way they are? (They should notice that mind by making conclusions the epicenters are located in the same general and analyzing. areas as the borders of the plates). -Are there any other characteristics they -Multiple Intelligences: notice along the plates? (mountains, ~Verbal-Linguistic: volcanoes, etc.)-give them atlases and globes listening, speaking, writing for assistance. ~Visual Spatial: visually -Point out different types of faults (normal, finding connection between reverse, strike slip)---helpful to use hands to maps show movement of plates (see hand out) ~Mathematical-Logical: -Have them put materials in desk and wait finding a logical link between for further instruction. both maps
-Learning Modalities: ~Visual: studying maps ~Auditory: following directions, listening to others’ ideas ~Kinesthetic: hands on
Control/Choice Theory: ~Personal power: independent working ~Fun and enjoyment: group work ~Freedom: group work Further -Teacher will begin by reading Danger! -Constructivism: Using prior Investigation Earthquakes to sum up main ideas of earth knowledge of earthquakes to -book quakes conduct research in the library -earth quake -Teacher will split class into groups of 4 or 5 and on the internet. research students. Pass out hand out of needed information for research. -Inquiry: Answering questions -Have the students research famous earth through research quakes online (sites will be bookmarked on computers) and in the library (each group -Higher Order Thinking: will focus on one earth quake). ~Higher level: Organizing *When did it happen? information in a group *Where did it happen? *How many people were hurt? -Brain Based Learning: *How strong was the earthquake? ~Active processing: making *Effects on land after earthquake. meaning through research and -For students with no available computer processing the ideas or internet at home, allow them to use the classroom computer when available. -Multiple Intelligences: ~Verbal-Linguistic: listening to group members, verbalizing ideas ~Bodily-kinesthetic: hands on research
-Learning Modalities: ~Visual: reading information in books and on internet ~Auditory: listening to group members’ ideas ~Kinesthetic: moving around in the library and computer lab/hands on research
-Control/Choice Theory: ~Freedom: independent research
Applications -Have each group make a poster (in class) -Constructivism: Shows how -posters and displaying their researched information (have students take own knowledge paper them include pictures, if possible). and researched knowledge and -each group will get one poster board and apply it to the assignment. can use the glue, markers, and other materials in the cabinet. -Higher Order Thinking: AND Higher level: Organizing -Each student is to write a 1-2 page paper on information their researched earth quake. (Due in one week). -Learning Modalities: -must have a general explanation of ~Kinesthetic: hands on earthquakes and tectonic plates at beginning poster making of paper (why earth quakes happen). -explain in paper what was found during -Higher Order Thinking: research. Higher level: Composing a -must include bibliography paper Assessment -TQPDAC, group research notes, poster, -Constructivism: Shows how -criteria and paper students build new ideas on scoring -TQPDACs=10 points each (credit/no credit) top of old ideas. -Group research points=10 points (credit/no credit) Higher Order Thinking: -Group poster=20 points Shows different tasks that -Pictures-5 points students must accomplish -Location and date of earthquake=5 points -Colorful/eye catching=5 points -Creativity=5 points -Individual paper=20 points -General Info (why earth quakes happen) =10 points *When did it happen? *Where did it happen? *How many people were hurt? *How strong was the earthquake? *Effects on land after earthquake. -Grammar/punctuation=5 points -Overall thoroughness=2 points -Bibliography=3 points Total overall: 70 points
Handouts and -Overhead of earth’s layers Visual Aids -A Pizza the Earth worksheet -Overhead of Earth’s tectonic plates (one for each table) -Handouts of earth’s epicenters (one for each person) -Teacher copy of plate tectonic hand motions -TQPDACs The Quaking Earth!
Think first: What do you know about earth quakes?
Question: Is there a relationship between the boundaries of the earth’s plates and the epicenters of an earthquake?
Procedure: Using the maps provided: -work in small groups to finish experiment -study each map carefully -find similarities and differences -can you make any connections between the two maps? -write a prediction on your copy of the map
Data: Number of epicenters on/near plate Number of epicenters not on/near boundary plate boundary
Analysis: Do you see a connection between the location of the epicenters and the location of the tectonic plates? Explain.
Conclusion: What conclusions can you form about this information? Is there anything else you might notice about the maps and features located along the boundaries? Research Project Questions
Each group is to research a famous earth quake (of your choice). This can be done in the library and by using the bookmarked websites on the computers. Write down the sites you have used for your research because you will need them again later! Each group is to research these questions together, but each student must have write down the answers on a separate sheet of paper.
*These questions are to be answered during your research* 1. Briefly given an explanation of why/ how earth quakes occur. 2. Where did your researched earth quake happen? 3. When did it happen? 4. How many people were hurt? 5. How strong was the earth quake? 6. Effects on the land after the earth quake. Edible Tectonics!!! Think First: Tap into your prior knowledge. What do you already know about earth quakes?
Question: How do the pieces of the Earth’s crust move and what are the effects of this movement?
Procedure: 1. Unwrap candy bar and use finger nail to make a few cracks in the middle of the top of the candy bar. 2. Hold the candy bar (top facing up) with your left thumb and pointer finger on its left side and your right thumb and pointer finger on its right side. 3. Slowly stretch the candy bar apart (only a few centimeters or less). The caramel should become slightly exposed. 4. Push the stretched candy bar back together again. It’s okay if the chocolate crumbles or pushes under another piece of chocolate. 5. Continue to slowly move the candy bar apart and together again until you can explain why the chocolate moves on the layers underneath it. 6. Once you have finished, pull the two sides of the candy bar completely apart and study the layers inside. 7. Don’t forget to eat your model and then clean up your materials!
Data: Draw a labeled diagram of your model after step 4 (including the chocolate, caramel, nougat).
Draw a labeled diagram of your model after step 6 (including the chocolate, caramel, nougat).
Analysis: Add the following labels to your diagrams in your data section: plates, mantle, fault, volcano (if applicable), subduction zone (if applicable).
Conclusion:
Summary of Danger! Earthquakes Name: Christy Kocsis
Type of Lesson: Technology
Contact information: [email protected] (cell) 734-497-3080
Lesson Title: What in the world caused this? Grade Level: 4-6
Materials: Milky Way Fun Size bars (1 per student), TQPDAC, alternative handouts for web quest, computers (1 per group of 2), baking soda, clean pop bottle, dish soap, graduated cylinder, red food coloring, vinegar, student journals
References: "Making Volcanoes" by Sandra (http://www.proteacher.net/archives/posts.html) "Edible Tectonics" by Darcy McMahon "Volcano Discovery" by Larry Taylor (http://www.windarooss.qld.edu.au/Main_Pages/Volcano_Webquest/welcome.htm)
Science Process MCF and Science Topic: Lesson Objective: Skills: MCF I, CS 1, E 1, solutions by observing and TQPDAC experimenting Students will Inquiry discover how the Observation MCF V, CS 1, E 4, natural changes in earth's earth's crust forms Formulate hypothesis surface volcanoes and will obtain a basic understanding of volcanoes.
Key Question: What causes these things and would you want to live by one?
Common Misconceptions: Earth is molten, except for its crust. Volcanoes have always been here the way they are now.
Set up Prior to lesson: **All supplies need to be obtained and in the classroom before the lesson. Bookmark web quest on all computers that students will be using.
Day of Lesson 1. Fill pop bottle with baking soda 2. Mix red dye in with vinegar in graduated cylinder with 90 mL of liquid Task Description Theories/Methods Engage Activity Take children outside and show Cognitive Development: them a model of a volcanic Students started with concrete Volcanic eruption explosion by taking a clean pop activities and move to outdoors. bottle and filling it with enough abstract. Students must also baking soda to cover the bottom and tap into prior knowledge in then add just a squirt of dish order to understand what the detergent. Them fill a graduated experiment represents. cylinder to 90 mL with vinegar and red food coloring. When you are Choice Theory: ready quickly pour the vinegar into Students will meet the basic the bottle (pour it on the side so it need of fun through the only hits a small amount of baking exciting experiment. soda). As soon as it is in the bottle it will start to bubble. Cover the top Simulations: with the palm of your hand and let The experiment is a the pressure build up for about 15 simulation of a volcano seconds (should place on ground) explosion. and have the kids do a count down before letting it go. The "lava" will shoot out quickly so be prepared to jump back after you put it on the ground. Exploring Activities Students will complete the edible Inquiry Method: The tectonics activity to explore the students are active in the Edible tectonics with movement of the Earth's crust. Pass learning process. They ponder Milky Ways out a fun size Milky Way to every observations and make student and instruct them to unwrap connections to previous ideas. the candy but not to eat it. Pass out the TQPD for the activity and have TQPDAC the students follow the procedure in order to complete the activity. Have Hands-On: The students the students use their fingernail to learn more information from make a few cracks in the middle of exploring the problem on their the top of the candy bar. Then they own instead of being told the need to hold the candy bar, with its solution to the problem. top up, and left thumb and forefinger on the left sides of the candy with the right hand the same on the right side. Students will SLOWLY stretch the candy bar out a few centimeters or less watching the chocolate separate which in turn exposes the caramel. Then the candy bar must be pushed back together again. Continue to push/pull the candy bar until the student can explain how the chocolate can be moved about on the layers of material beneath them. Once this is determined have students pull the candy bar apart and study interior layers of the model. When done studying the interior of the model students must fill out the TQPDAC and then they may eat the candy bar. Processing Activities Students will write in their science Brain-based learning: journal their explanation as to what Students have active Journal of questions happened during the engage and processing of the information explore activities. They will have to in groups before writing their answer the questions 1. What did own journal entry. the activity outside represent? 2. Why does the earth's crust move to Higher Order Thinking: form volcanoes? Give the students Students have opportunity to time to discuss with a partner before address more challenging writing their answer. questions.
Cognitive Development: Students see the concrete experiment and then more to the abstract of analyzing what the experiment represents.
Constructivism: Prior knowledge from first part of the lesson used to answer questions.
Integrated Curriculum: Language arts included.
Cognitive Development: Concrete to abstract
Cooperative Learning: Individual accountability after partner discussions due to journal activity. Further Investigation Students will need to be divided Choice Theory: into groups of two for this activity Students will have basic need Web quest and at least one computer per group of fun and comfort meet will be needed but a computer for through this lesson because of each student is ideal. Direct students the hands-on activities and the to the website group work. Love and (www.windarooss.qld.edu.au/Main_ belonging is also fostered Pages/Volcano_Webquest/process. through group work. htm) which you have already bookmarked. Have the students Hands-On: The students follow the directions found in the learn more information from webquest instructing them only to exploring the problem on their do up to number four under the own instead of being told the process section. solution to the problem. If the web quest does not work have the pages from Cooperative learning: www.learner.org/exhibits/volcanoes Students each have a job to do /entry.html. Print out the together in the assignment but introduction, melting rocks, positive interdependence is dynamic earth, judging hazards, needed in order to finish the forecasting, and coping with risks. assignment in a timely Hand out students a ditto with all manner. the key heading questions from the website printout on it. Have the students answer the questions. Applications Pose the following question to Higher Order Thinking: students: Would you be willing to Students are asked to reflect Journal question: Would live next to a volcano? Have them on higher order thinking you be willing to live individually write in their journals questions. This will challenge next to a volcano? about their answer including them to reflect on what they reasons why they would or would have learned so far and think not want to live next to a volcano about what else there is to including information that they have know. learned about volcanoes. If they do not want to do another journal entry Multiple Intelligences: have the students do a skit in front Students have opportunity to of the class with a partner problem solve so they have discussing with each other where mathematical-logical they would live and why. Students intelligence. also have the option of writing a fictional story about their life next Choice Theory: to a volcano including information Students have the choice of about what they have learned or assignments thus meeting the create a comic strip including the personal power which is a same information. basic need.
Problem based learning: Students are given a real situation question whether they would live next to a volcano or not.
Assessment TQPDAC: 3 points (Grade based on Higher order thinking: diagrams of labeled "earth"- 2 The TQPDAC will require points, conclusion- 1 point). higher order thinking along with the journals. Journal entries: Credit for each entry upon completion (2 entries in Choice Theory: lesson unless choose skit, story, or Students have the choice of comic strip). assignments thus meeting the personal power which is a Skit (if chosen): Credit for basic need. completion
Fictional story or comic strip: Credit for completion if include information they have learned in the story or comic strip
Handouts and Visual TQPDAC for edible tectonics Inquiry Method: Aids Web quest ditto Students have the chance to Printout from Learner.org and ditto explore the problem and come to go along with it (for if web quest up with own solution. does not work)
Edible tectonics Think First!!! How do the plates on the Earth move? Think about how graham crackers break apart and crumble.
Question: How do the Earth's plates move and what happens when they move?
Procedure: 1. Unwrap the candy bar (model for Earth) and use your fingernail to make a few cracks in the middle of the top of the candy bar. 2. Hold the candy bar with its top up, and with your left thumb and forefinger on its left sides and your right thumb and forefinger on its right sides. 3. SLOWLY stretch the candy bar just slightly apart (less than a few centimeters). The chocolate should separate thus exposing the caramel. 4. Push the stretched candy back together again. The brittle chocolate may crumble, and/or one piece of chocolate may be pushed under another. (don't forget to draw a diagram below) 5. Continue to slowly pull the candy bar apart and push it back together again until you can explain how the chocolate can be moved about on the layers of material beneath them. 6. Once you have finished, pull the candy bar completely apart and study the exposed interior of your model. (don't forget to draw a diagram below) 7. Enjoy your candy bar and please clean up your workspace!
Data: Draw a labeled (chocolate, caramel, nougat) diagram of your model after step 4:
Draw a labeled (chocolate, caramel, nougat) diagram of your model after step 6:
Analysis: Add the following labels to your diagrams in your data: model of plates, model of mantle, fault, mountains, volcano (if one is formed), subduction zone (if formed) Conclusion: Volcano Web quest Uh-oh
Well, our wonderful technology is not working so instead of looking at everything online through a web quest you must read the article and answer the questions!!
1. How do volcanoes form?
2. What are the different types of lava?
3. Why do volcanoes erupt in different ways?
4. What happens when a volcano erupts?
5. Can we predict when a volcano will erupt?
6. How can we reduce the risk? Volcanoes: Can we predict Volcanic eruptions?? Today, there are many active volcanoes worldwide. Is there anything we can do to predict how and when they will erupt?
As the world's population grows, more and more people are living in potentially dangerous volcanic areas. Volcanic eruptions continue--as they have throughout most of geologic time-- posing ever-greater threats to life and property.
Mt. Rainier looms over the Seattle/Tacoma area, endangering a population of more than three million people. South of Mexico City, Popocatépetl has begun to come to life again, putting a million nearby residents at risk. Another million people living in the Naples area are threatened by Mt. Vesuvius' continued unrest. The need for planning is urgent.
Melting Rocks:Before talking about predicting eruptions, we need to look at why they occur. How do volcanoes form?
Deep inside Earth, between the molten iron core and the thin crust at the surface, there is the mantle, a large layer of rock that is largely solid, but flows like plastic. When, for various reasons, rock from the mantle melts, it sometimes moves to the Earth’s surface through weak spots in the crust, releasing heat, gasses, and rock--a volcanic eruption. But why does this solid rock melt and come to the surface?
From Magma to Lava Extremely high temperature and pressure can cause the lower mantle to melt and become liquid rock, or magma. When a body of magma rises through the denser rock layers toward Earth's surface, some of it remains liquid. Magma that has reached the surface is called lava.
Lava Types Magma comes in different "flavors," or compositions. Each of these will produce a different lava, from fluid, fast-moving basalt to slower, more viscous andesite. Because rocks are made up of collections of minerals that melt at different temperatures, the makeup of the rock being melted affects the magma that results.
Dynamic Earth
Why do volcanoes erupt in different ways?
Most volcanoes occur on plate boundaries. Plate boundaries are areas where Earth's shifting plates meet or split apart, usually with violent results.
Plate margins that are coming together are called convergent margins, while those that are splitting apart are called divergent. A third type, transform-fault margins, are sliding against each other, going in opposite directions (like those of the San Andreas Fault). Volcanoes can occur on convergent or divergent plate margins or over a hotspot, a spot inside the mantle that heats an area of the plate above it. California's Mt. Shasta is a stratovolcano. Colliding Plates Along convergent margins, when two plates meet, sometimes one descends, usually of oceanic composition, beneath the other, usually of continental composition, in a process called subduction. As the descending plate is forced deeper into the mantle, parts of it begin to melt and form magma that rises to the surface, often in explosive eruptions. Subduction zones tend to create large, classic, cone-shaped volcanoes called stratovolcanoes, such as Mt. St. Helens in Washington State, or Mt. Shasta in California.
Separating Plates At divergent margins, plates are coming apart and hot rock forces its way to the surface. Many divergent plate margins are under the oceans, creating long undersea rift zones that fill with lava. In some eruptions at divergent margins, the relatively calm, smooth flow of lava creates volcanoes with gently sloping sides, called shield volcanoes.
Hotspots Hotspots can also cause shield volcanoes to form. As plates move over hotspots, volcanoes spring up and die down in turn, often creating an island chain. The Hawaiian Islands are the result of a hotspot.
Judging Hazards
What happens when a volcano erupts?
When you think of a volcanic eruption, you probably imagine red-hot lava flowing down the side of a volcano. Lava is a serious hazard, but there are others--some of them far more dangerous.
Lava Flows Lava flows are a threat, but they are usually slow enough that people can get out of the way. Economic loss from lava flows--including burned buildings and ruined crops--is more common. Because lava flows normally don't cover very large areas, the damage is usually limited.
Falling Ash In an explosive eruption, pent-up gases escape violently. Magma breaks into pieces and bursts from the volcano in a column of ash and fiery fragments. The cooled fragments that fall back to Earth are called tephra. In a large eruption, tephra can cover vast areas A lava flow on Hawaii's with a thick layer of ash, presenting a much greater hazard than Pu'u O'o volcano. lava flows.
Glowing Avalanches Pyroclastic flows are mixtures of very hot gas and tephra that cascade down a volcano's sides at high speeds. A pyroclastic flow covered the city of Herculaneum in A.D. 79, killing many residents. Because pyroclastic flows can spread destruction over large areas and move at very high speeds, they are extremely hazardous. Most people are not aware that this danger exists. Mud and Debris Flows Debris flows, fragments of mud and other debris that flow down the sides of a volcano, are another serious and little-known hazard. Debris flows often form when part of the volcano collapses, breaking up and flowing downhill. If the collapse is a major one, the large flow that results can travel great distances, often burying everything in its path. These are particularly dangerous on volcanoes that have glaciers on top, as the eruption instantly melts the ice, causing a massive mud slide, much like what happened during the Mt. St. Helens eruption in 1980.
Other Dangers Lava, ash, and debris flows are the most common and serious volcanic hazards, but others do exist. Severe eruptions can disrupt the climate for long periods or cause atmospheric shock waves. Eruptions can also cause tsunamis, volcanic earthquakes, or the release of suffocating gases. These hazards pose serious threats to both life and property.
Forecasting
Can we predict when a volcano will erupt?
Scientists can often find clues about past eruptions by studying the deposits left behind. Areas affected by lava flows, debris flows, tephra, or pyroclastic flows can be mapped, making disaster planning more effective. In addition to this type of long-range forecasting, scientists are becoming more and more skilled at spotting the warning signs of an eruption.
Warning Signs Before an eruption, magma moves into the area beneath the volcano and collects in a magma chamber, or reservoir. As it comes closer to the surface, the magma releases gases. These events can offer valuable clues about the likelihood of an eruption. For example, the movement of Scientists measure magma produces small earthquakes and vibrations (seismicity). Magma sulfur dioxide levels gathering in a chamber causes slight swelling of the volcano's slopes. using a correlation spectrometer (COSPEC). Gases released near the volcano can be measured for changes in quantity and makeup.
Monitoring Methods A number of tools can be used to record these warning signs. Seismographs can detect small earthquakes, while tiltmeters and geodimeters can measure the subtle swelling of a volcano. Correlation spectrometers (COSPECS) can measure amounts of sulfur dioxide--a telltale gas that is released in increasing quantities before an eruption. Using these and other tools, it's possible to closely monitor activity at an awakening volcano.
The Problem of Prediction Volcanologists are becoming very skilled at predicting the likelihood of an eruption. Still, a number of barriers remain. It's very difficult to pinpoint exactly when an eruption will happen. Often, moving magma doesn't result in an eruption, but instead cools below the surface. Monitoring potential eruptions is expensive. With many volcanoes erupting only every few hundred or thousand years, it's not possible to monitor every site. Volcanic eruptions don't occur without warning, however. If we set up monitoring devices, we should not be caught off guard by disastrous eruptions.
Coping With Risk How can we reduce the risk?
There are four general approaches to coping with volcanic hazards. We can try to keep the hazard from occurring--often an impossible task. We can try to alter its path or reduce its impact on existing development. We can take steps to protect future development. We can also do our best to have disaster response plans in place before they are needed.
Removing the Threat Obviously, there is no way to stop an eruption. We can, however, attempt to reduce the eruption's effects by reinforcing structures (for example, strengthening roofs to support the weight of tephra deposits) or by building protective works (such as walls to deflect lava flows away from developed areas). Such efforts can be and have been At Mt. St. Helens, successful, but are of limited use in a large-scale eruption. geologists measure the distance across a Planning for the Future crack on the crater floor. Protecting future development from volcanic hazards is a simpler task. Before building, we should evaluate the risk. If it seems too great, a safer location should be found. This type of planning is very effective, but all too often, people are drawn to the lush, rolling terrain of a quiet volcano.
Disaster Preparedness When a volcano comes to life, a few weeks may not be enough time to avert a tragedy. Planning is the key to saving lives. Well before the warning signs occur, people must be educated about volcanic hazards. Evacuation plans must be in place. Communication between scientists, officials, the media, and the general public should be outlined and practiced. Emergency measures must be thought out and agreed upon.
If you doubt the importance of these efforts, take another look at past volcanic tragedies, such as the 1985 eruption of Nevado del Ruiz. Communication failures left the town of Armero unprepared for evacuation. When a deadly mudflow came down the slope, 21,000 people--90 percent of the town's residents--perished. 12 Jessica Falk Centers lesson plan [email protected] Look at that Wave! Grades 4-6
Materials: -Center 1: 2-liter soda bottle, beaker large enough to fit 150 ml. of liquid, 150 ml. of water, 150 ml. of vegetable oil, blue food coloring, TQPDAC -Center 2: Clear plastic box, rubber mallet, water, TQPDAC -Center 3: Fjord hand out, two plastic containers with the same lengths but different widths (one should be significantly narrower), water, small rock, ruler, TQPDAC -Center 4: Poster boards (one for each group), markers, library computers -Center 5: Condo situation hand out, TQPDAC -Center 6: White computer paper, markers and other art supplies, scissors, stapler
References: My Life With the Wave by Catherine Cowan and Mark Buehner http://observe.arc.nasa.gov/nasa/education/teach_guide/tsunami.html#act http://school.discovery.com/lessonplans/programs/dynamicearth/ http://school.discovery.com/lessonplans/programs/tsunami/ http://www.parlo.com/en/teachers/lessonplans/tsunaeng_5.asp http://middletowncityschools.org/WebResources/Tsunamiactivity_files/Tsunamiactivity. htm
Science Process Skills: MCF and Science Topics: Lesson Objective: The Inquiry, Constructivism, -MCF 1, CS 1, E1 students will discover how TQPDAC, Observation, (generating questions) and why tsunamis occur. Communicating, Predicting, Inferring, Identifying and -MCF IV, CS 3, E1 controlling variables, (motions) Formulating hypothesis, Experimenting -MCF V, CS 2, E2 (moving water)
Key question: How and why does do tsunamis occur?
Common misconceptions: Only earth quakes can cause tsunamis, there is only one wave during a tsunami (both misconceptions were found online).
Set up prior to lesson: Have desks arranged in groups of 4 for centers, have materials set up in 6 boxes for easy access during class (this will make set up easy when the time for centers comes)
Summary of book (found on www.amazon.com): My Life With the Wave by Catherine Cowan and Mark Buehner “Based on a story by Octavio Paz, this picture book has an odd plot indeed; a boy bonds with a wave at the beach and takes it---actually, her, according to the book---home as a liquid pet, until the onset of winter storms makes her unruly and requires her return to the sea. What makes this personification successful where so many others fail is its bold straightforwardness: the wave is treated with a certain poetic realism instead of whimsy. Though the language sometimes gets a bit baroque for the intended audience ("To touch her then was like touching a piece of night tattooed with fire"). The conceptual play will engage them ("If I caught and hugged her, she would r ise up tall like a liquid tree, then burst into a shower and bathe me in her foam"). and there's some matter-of-fact humor ("My parents say good riddance to bad waves and I am never to bring home another"). Buehner's art is not in punning watercolor but rather in acrylic and oil; the illustrations have a hyper-realistic sheen and solidity that allow for exaggeration (the bug-eyed cat in particular) without floating off into frothy fancy. If you're looking for an offbeat pet story, catch this wave.”
Task Description Theories/Methods Engage -This lesson will follow volcanoes. -Brain Based Learning: Activity -Have the students seated in their seats and ~Relaxed Alertness: a low -Book facing the front of the room. threat, high challenge state of -Read the story My Life With The Wave by mind (answering the questions) Catherine Cowan and Mark Buehner aloud to ~Orchestrated Immersion: an students. authentic experience -Ask students questions about the book and waves: -Multiple Intelligences: ~Are there different types of waves? ~Verbal-Linguistic: ~What damage would be done if a wave listening to the story became out of control? ~Does anyone know of any real life examples -Learning Modalities: of waves becoming out of control? (Brainstorm ~Visual: looking at the pictures ideas on the board). in the book ~Auditory: listening to the story
-Control/Choice: ~Fun and Enjoyment: listening to a book being read is fun!
-Integrated Curriculum: ~Language Arts: reading a story during science class Explore -Take students to the computer lab. -Higher Order Thinking: Activity -Have students complete section 1 of tsunami ~Lower level: Comprehension -web quest webquest, found at: (explaining answers to http://middletowncityschools.org/WebResource questions). s/Tsunamiactivity_files/Tsunamiactivity.htm (Website will be bookmarked on the computers -Brain Based Learning: for easy access). ~Relaxed alertness: a low -There is a printed out worksheet that they can threat, high challenge state of complete. mind. -They can work in pairs if they choose to, but ~Orchestrated immersion: a everyone needs to turn in a worksheet. multiple, complex, authentic -There is also a printed version of the web quest experience in case of technical difficulties. ~Active processing: making -After they have completed the worksheet, they meaning through experience can turn it in with their TQPDACs that will be processing. used for the centers. -Pass out TQPDACs used in centers. -Multiple Intelligences: ~Verbal-Linguistic: writing Bodily-kinesthetic: working on a computer
-Learning Modalities: ~Visual: reading questions on worksheet and reading websites ~Kinesthetic: working on computers
-Control/Choice Theory: ~Personal power: students can work at their own pace. ~Fun and enjoyment: working on computers
-Freedom: students can choose whether to work individually or in pairs. Processing Center 1: Making Waves -Inquiry: coming to conclusions Activity -Have group measure 150 ml. of water by experimenting and analyzing -ocean wave and pour it into the 2-liter bottle. ideas simulation -Have group measure 150 ml. of vegetable (TQPDAC) oil and add 4-5 drops blue food coloring (while -Constructivism: Building on oil is still in beaker). what was already learned to -rubber -Using a funnel, add oil to the water in the 2- review and comprehend ideas in mallet liter bottle (oil should float on top of water). a new way. (TQPDAC) -Shift bottle from left to right and make observations about “waves’. -Higher Order Thinking: -Fill out TQPDAC completely. ~Lower level: experimenting ~Higher level: TQPDACs Center 2: Rubber Mallet activity -Make sure clear plastic box is on a sturdy table -Brain Based Learning: top. ~Relaxed Alertness: a low -Have group fill clear plastic box half way with threat, high challenge state of water. mind -Have a group member lightly tap the desk top ~Orchestrated Immersion: a with the rubber mallet on the desk’s front edge. multiple, complex, authentic Make observations about the waves made in the experience box. Draw picture on TQPDAC. ~Active Processing: making -Have a different group member lightly tap the meaning through experience top of the desk with the rubber mallet. Group processing should make observations and draw picture on TQPDAC, -Multiple Intelligences: -Have another group member lightly tap the ~Verbal-Linguistic: speaking desk with the rubber mallet on a side edge of and writing the desk. Group should observe and draw ~Mathematical-Logical: picture on TQPDAC. performing experiments ~Bodily-kinesthetic: hands on experiments
-Learning Modalities: ~Visual: making observations, watching, reading instructions ~Auditory: group members talking to each other ~Kinesthetic: hands on experiments
-Control/Choice Theory: ~Personal Power: groups working independently ~Fun and Enjoyment: hands on experiments ~Freedom: groups working independently
-Centers: ~Students working together in groups doing different activities.
-Cooperative Learning: ~Students working together to finish a task. Further Center 3: Fjord Tsunamis -Inquiry: coming to conclusions Investigatio -Read information about fjords on handout. by experimenting and analyzing n -Have students fill both plastic containers with ideas -Fjord water (the wider plastic container represents the tsunamis ocean, the narrow container represents a fjord), -Constructivism: Building on (TQPDAC) using a ruler to make sure the depths in both what was already learned to containers are the same. (Remind them that review and comprehend ideas in -Destruction water depth should not be a factor in their a new way. posters experiments; they should consider the widths of water in an open ocean and in a fjord.) -Higher Order Thinking: -Students will drop a small rock from the same ~Lower level: collecting height into each container and observe the pictures, experimenting resulting wave patterns. ~Higher level: TQPDAC -Group should finish TQPDAC. -Brain Based Learning: Center 4: Posters (extra center) ~Relaxed Alertness: a low -Group will be in library researching threat, high challenge state of destruction of Tsunamis. They must construct a mind poster of pictures displaying the destruction that ~Orchestrated Immersion: a Tsunamis cause. They can organize their multiple, complex, authentic posters however they want to, but the posters experience must have pictures (at least 2). ~Active Processing: making meaning through experience processing
-Multiple Intelligences: ~Verbal-Linguistic: speaking and writing ~Mathematical-Logical: performing experiments ~Bodily-kinesthetic: hands on experiments, making posters, doing research on a computer -Learning Modalities: ~Visual: making observations, watching, reading instructions ~Auditory: group members talking to each other ~Kinesthetic: hands on experiments, making posters
-Control/Choice Theory: ~Personal Power: groups working independently ~Fun and Enjoyment: hands on experiments, making posters ~Freedom: groups working independently, free to choose lay out of posters
-Centers: ~Students working together in groups doing different activities.
-Cooperative Learning: ~Students working together to finish a task. Applications Center 5: Condo Project -Inquiry: coming to conclusions -condo -Read Condominium situation. by experimenting and analyzing project -Draw sketch of condo lay out (described in ideas (TQPDAC) condo situation reading). -Brainstorm ideas with team members of what -Constructivism: Building on -Tsunami you would do in that situation. what was already learned to book -Fill out TQPDAC review and comprehend ideas in a new way. Center 6: Tsunami Books (extra center) -Students are to make a book describing -Higher Order Thinking: tsunamis. Tell them that their book should ~Lower level: Application contain an explanation that could be understood (solving a problem) by a first-grade student. It should have a cover ~Higher level: TQPDAC and at least two informative illustrations. -Each group is to make an 8 page book about -Brain Based Learning: tsunamis. ~Relaxed Alertness: a low -Markers and other art supplies are available in threat, high challenge state of the supply cabinet. (Students know where this is mind located). ~Orchestrated Immersion: a -Each group is to fold 4 pieces of computer multiple, complex, authentic paper in half and then cut them. They can split experience the pages up as evenly as possible among group ~Active Processing: making members. Each group member is to make at meaning through experience least one page. After the book is finished, they processing can staple it together and hand it in. -(If needed, they can use the classroom -Multiple Intelligences: computer to research tsunamis). ~Verbal-Linguistic: speaking and writing ~Mathematical-Logical: solving a problem ~Bodily-kinesthetic: making books, doing research on a computer
-Learning Modalities: ~Visual: reading instructions and reading condo situation ~Auditory: group members talking to each other ~Kinesthetic: making books
-Control/Choice Theory: ~Personal Power: groups working independently ~Fun and Enjoyment: making books, putting themselves in a different situation ~Freedom: groups figure out how they want their books to look
-Problem Based Learning: putting themselves in a real life situation to solve a problem
-Centers: ~Students working together in groups doing different activities.
-Cooperative Learning: ~Students working together to finish a task. Assessment -Tsunami work sheet= 20 points Constructivism: Shows how ~4 points per question students build new ideas on top of old ideas. -4 TQPDAC’s=15 points each ~Credit/no credit Higher Order Thinking: Shows different tasks that students must -Group Posters=20 points accomplish ~must include at least 2 pictures showing results of tsunami to receive full credit
-Tsunami Book=20 points ~must include cover, 2 informative illustrations, 8 pages total, and must be able to be understood by a 1st grader.
-TOTAL=75 points Handouts/ -Book (visual aid-pictures) Visual Aids -Web quest hand out -4 TQPDACs -Fjord hand out -Condo situation hand out
Making Waves!
Think First: Tap into your prior knowledge. What do you already know about waves?
Question: After forming, do waves build on each other and become larger?
Procedure: 1. Measure 150 ml. of water in a beaker and pour it into the 2-liter bottle. 2. Measure 150 mil. of oil in a beaker and add 4-5 drops blue food coloring. 3. Using a funnel, add oil to 2-liter bottle. (Oil should float on top of water). 4.Shift bottle from left to right and make observations about “waves’.
Data: Draw your observations on the “waves” in the bottle below. Waves before shifting bottle Waves after shifting bottle Analysis: How can you relate your observations of waves to a tsunami?
Conclusion:
So Many Waves! Think first: Tap into your prior knowledge. What do you already know about earthquakes in relation to tsunamis?
Question: How do earth quakes affect sea waves?
Procedure: 1. Make sure clear plastic box is on a sturdy table top (desk). 2. Fill clear plastic box half way with water. 3. Have a group member lightly tap the desk top with the rubber mallet on the desk’s front edge. Make observations about the waves made in the box. Draw picture on TQPDAC. 4. Have a different group member lightly tap the top of the desk with the rubber mallet. Make observations and draw picture on TQPDAC. 5. Have another group member lightly tap the desk with the rubber mallet on a side edge of the desk. Make observations and draw picture on TQPDAC
Data: Waves made from hitting Waves made from hitting Waves made from hitting front edge of desk desk top side edge of desk Analysis: There are three directions in which earthquake waves vibrate determining how large the resulting sea waves will be. The front strike produces a P (primary) wave, the side strike produces an S (secondary) wave, and the top strike produces an L (surface) wave. Looking at your observations, can you form a conclusion on which wave is the biggest and sets up a tsunami? Explain your answer.
Conclusion:
Fjord Tsunamis
Think first: Tap into your prior knowledge. What do you already know about tsunamis?
Question: Do ocean tsunamis and fjord tsunamis behave differently?
Procedure: 1. Read hand out explaining fjords. 2. Fill both plastic containers with water (the wider plastic container represents the ocean, the narrow container represents a fjord), using a ruler to make sure the depths in both containers are the same. (The water depth should not be a factor in the experiment). 3. Drop a small rock from the same height into each container and observe the resulting wave patterns. 4. Put observations on TQPDAC.
Data: Draw observations and write a brief paragraph describing pictures Waves made in fjord container Waves made in ocean container Analysis: Do you think there is a difference in tsunamis based on the width of the body of water? Explain your answer.
Conclusion:
The Choice is Yours! Think first: How would you react in the face of a tsunami?
Question: What would you and your “family” do to make sure everyone in your condo building is as safe as possible?
Procedure: 1. Read Condominium situation. 2. Draw sketch of condo lay out (described in condo situation reading). 3. Brainstorm ideas with team members of what you would do in that situation.
Data: Draw a layout (“map”) of what you and your group members think the condo layout looks like. Analysis: Using your prior knowledge of tsunamis, what are some important factors to keep in mind when making your decision?
Conclusion: What would you and your “family” do in this situation?
The Choice is Yours! You own a condominium on the ninth floor of a fifteen-story high-rise on the beach in Virginia Beach, Virginia. Recently, you've been receiving newsletters from the condo management warning that tsunamis are possible on the Atlantic coastline and that maintenance is doing everything possible to make the building more secure in the event of a tsunami catastrophe. Unfortunately, the building was built in the nineteen seventies and the designers were thinking more about getting the jump on new development than about tsunamis.
You and your family (you and your fellow students) have to decide what you would do if you were sitting on the sofa in your condo and heard on TV that a tsunami could hit any moment.
There are two elevators in the center of the building and a stairway at each end of the floor (all on the highway side of the building.) Your condo is on the ocean side of the building. There are balconies on either side of the condo; one on the living room (ocean-side) and one in the master bedroom (highway side.) Your condo is at the end of the hallway, on the far north side of the building, so you also have a window on the north wall that looks onto the next condo, just twenty-five meters away. This window is about four square feet. Your condo and the condo on the south end of the floor are the only condos with balconies on both sides of the building. There are eight other units on the hall in between, all of them with balconies on the ocean-side. On any given week in summer, about seven of the condos are occupied by families of two or more (remember, these other people could be running all over the place; they don't have a plan.) On the highway side of the building, there is a street-level parking lot on your end and a three-story parking garage on the south end.
Let's say for the purpose of discussion that there is a fifty-fifty chance that the building will fall and a fifty-fifty chance that it could fall in either direction. Be as prepared as you can for anything, but realize you are taking chances no matter what you do. What would you do?
Found at: http://www.parlo.com/en/teachers/lessonplans/tsunaeng_5.asp
Information about Fjords We already know that tsunamis are caused by several different things: undersea earthquakes or landslides, volcanic eruptions, or the impact of a large meteorite in the sea. There is another type of tsunami that can occur in a fjord. A fjord is a narrow ocean inlet surrounded by cliffs. Portions of icebergs breaking, or calving, into the water can cause a fjord tsunami. Keep this information in mind when doing the Fjord Tsunami experiment! 13 Name: Christy Kocsis
Type of Lesson: Children's book
Contact information: [email protected] (cell) 734-497-3080
Lesson Title: Messes and Spills Grade Level: 4-6
Materials: Dawn dish soap (1 bottle per group), Paper towels (1 roll per group plus 4 extra rolls), disposable metal pan (1 per group), water (lots!!), oil with coco powder mixed in, small bowls (1 per group), cotton balls (10 per group), spoons (2 per group), newspaper (about 1 section per group), sponge (1 per group), 1- 5 gal. Bucket, 2 L. bottles (1 per group), student journals, TQPDAC, library and computer time, Mouse Mess by Linnea Riley
References: Riley, Linnea. Mouse Mess. New York: Blue Sky Press, 1997. An Oil Slick Immiscible Solution by Lisa Rorabaugh (www.lessonplanspage.com)
Science Process Skills: MCF and Science Topic: Lesson Objective:
TQPDAC MCF I, CS 2, E 2, solutions by Students will be able to Inquiry observing and experimenting explain how an oil spill is Observation MCF III, CS 5, E 5, effects of created and discover how to Formulate hypothesis humans on environment clean one up using limited MCF IV, CS2, MS4, waste resources. products MCF IV, CS2, E2, Separate mixtures
Key Question: What is the best way to clean this mess up?
Common Misconceptions: A "thick" liquid has a higher density than water.
Set up Prior to lesson: **All supplies need to be obtained and in the classroom before the lesson. Bookmark web pages that deal with famous oil spills that you would like students to focus on. Day of lesson 1. Water in 5 gallon bucket 2. Mix coco powder into vegetable oil until a brown color 3. Put all of supplies each group will need together and set inside the disposable metal pan 4. Reserve library or computer room if required by school 5. Fill 2 L. bottles with water 6. Put paper towels, water, and Dawn Dish Soap into wet wipes containe Task Description Theories/Methods Engage Activity Have children sit on floor in the Brain based learning: reading circle. Read Mouse Mess in Students begin to form a Read book: Mouse Mess its entirety to the whole class. After connection with the lesson reading the story discuss with the through their own experiences Discuss different types of class different types of messes that with messes. They will also messes and how to clean they make and how they go about have fun sharing their own them up. cleaning them up. Types of messes mess stories which will that can be discussed include increase learning and interest. Book Explanation: messy rooms, spilt drinks, or mud A hungry mouse leaves a on the carpets. This will get the huge mess when in search children thinking about messes and of a snack. how they go about cleaning them up. After you have finished have children return to seats and get ready for next activity. Exploring Activities In one five gallon bucket prior to Multiple intelligences: the lesson mix water and vegetable Mathematical-logical- perform Children put arm in oil. Have the students return to experiment of feeling an oil bucket of water and their seats after the story and come spill, also get to think vegetable oil up to the bucket one group at a abstractly when go about time as you call them. Give each formulating a plan to clean up Clean up arms child a chance to stick their arm in the the bucket and experience the Discuss what liquid felt liquids inside the bucket without Bodily-kinestitic- hands on like and what it could be. knowing what they are. Have the experiment of experiencing an children clean their arms by wiping oil spill Pour oil with coco their arms down with damp paper powder into a 2 L bottle towels that have Dawn dish soap Interpersonal- Students will be of water and observe on them before rinsing their arms asked how they think oil spills what happens. in a sink. (A good way to do this is affect the environment and to put dish soap, paper towels, and animals thus getting them to How will an oil spill water in a wet wipes container so form empathy and see another affect the environment children don't know what is on the perspective. and the animals that live paper towels.) After every child has there? the opportunity to feel the liquid Intrapersonal- Students will discuss with the class what the feel the oil spill and will make liquid felt like and what they think their own conclusion of what it is. Have children get into groups they think living in an oil spill of 4-5 for the next activity. Give would be like. each group a 2 L bottle of water and a cup of vegetable oil with Choice Theory: coco powder mixed into it. Have Students will have basic need the children pour the oil into the of fun and comfort meet water and observe what happens. through this lesson because of Have the children talk about what the hands-on activities and the the oil does with the water: does it group work. Love and mix together, separate, sink to the belonging is also fostered bottom, or stay on top. Have the through group work. children come up with a reason why the oil acts as it does. Ask the Brain-based learning: children to think about what they Students will get to use the believe a real oil spill will do to the sense of touch to experience environment and how it will affect an oil spill and they will have the animals who live there. After active processing while trying the children have finished their to clean up an oil spill. This activities ask them to put the activity will help them realize bottles in the back of the room and the difficulty in cleaning this return to their seats in order to mess up and how difficult of a begin working on their journal situation it really is. questions. Processing Activities The processing activity will be a Higher Order Thinking: journal of all the questions that the Students are asked to reflect Journal of group children answered while in the on higher order thinking questions group. These questions will include questions. This will challenge 1. What they thought the makeshift them to reflect on what they oil spill felt like have learned so far and think 2. What they observed when the oil about what else there is to and water were mixed together know. This is the synthesis 3. How they believe an oil spill will level because students are affect the environment and the taking what they did as an animals. activity and using it to Bonus for further thinking determine how to clean up oil 4. What can humans do to help spills in a large picture. clean up oil spills Further Investigation Using the provided TQPDAC Inquiry Method: The students will create their own students are active in the Give students supplies method of cleaning up an oil spill. learning process. They ponder Divide students into groups of 4-5 observations and make Have students pour oil and give each group a disposable connections to previous ideas. into pan of water and metal pan full of water (12 cups), then experiment with the oil coco powder mixture in a small TQPDAC best way to clean up the bowl (3 tablespoons), 10 cotton oil spill. balls, 2 spoons, Dawn dish soap, 1 roll of paper towel, newspaper, and Hands-On: The students Form a conclusion of the a sponge. Have students pour the learn more information from best method to clean up oil into the pan of water but they exploring the problem on their an oil spill after analyzing must not mix it! Have students use own instead of being told the each method. the various objects that they were solution to the problem. given in order to clean up the oil Clean up mess we made!! spill in the best way possible leaving the same amount of water Return to seats and wait in the pan at all possible. Have Multiple Intelligences: for next part of the students experiment with all of the Students have opportunity to assignment. objects and record their problem solve so they have observations in the data section of mathematical-logical the TQPDAC. Then have them do intelligence. an analysis of the different objects and how they worked before Cognitive Development: coming to a conclusion to answer Students started with concrete the question. Have the students activities and move to abstract. wash the sponges and metal pans Students must also tap into out and throw away the rest of the prior knowledge in order to supplies. Have students return to clean up an oil spill. their seats and prepare for the next part of the assignment by sitting quietly and patiently while they wait for directions. Applications Have the students use their new Multiple Intelligences: knowledge and explore famous oil Verbal/linguistic: students can Research a famous oil spills such as Exxon Valdez. do a skit or writing. spill and write a Students can use a variety of report/skit on it for resources to find this information Choice Theory: Allows the presentation to the class. including books, magazines, and students to have the freedom the internet (teacher must find of choosing how they do the Allow 20 minutes for in- appropriate web pages and assignment thus giving them class work time and the bookmark them for students prior the power. rest is homework. to the lesson). Students will write a short paper on the oil spill and Bloom's Taxonomy: what they believe they could do to Analysis, synthesis, and help clean it up. If students choose evaluation. not to write a paper they can work in groups of no more than four and create a skit of an oil-spill clean up referencing actual spill sites and facts that they learned from research. They will have to make a bibliography page for their skit. Students will present their papers or skits to the entire class after they are finished. This is a homework assignment with twenty minutes allotted for in-class research and the rest of the report being completed at home. Have students complete the reports/skits at home and present to the class the next day. Assessment The assessment of this lesson will Brain-based learning: include student journal responses, Students have active TQPDAC, and the research processing of the information Student Journal: complete paper/skit on a famous oil spill. in groups before writing their or incomplete Student journals will be graded as own journal entry. Students complete or incomplete. If the also actively work together on TQPDAC: 12 points journals reflect critical thinking forming a skit. then the students will receive a Research paper: 8 points complete grade and if not they will Higher order thinking: be considered incomplete. The TQPDAC will require TQPDAC will be graded for higher order thinking along completion. Each section will be with the journals. Also worth 2 points with a total of 12 Bloom's taxonomy contains points for the entire worksheet. The dramatization. research paper/skit will be graded as follows Choice Theory: -3 facts on the famous oil spill- 3 Students have the choice of points assignments thus meeting the -variety of resources- 2 points personal power which is a -students response to cleaning the basic need. oil spill up- 3 points Total for research paper: 8 points
All of these items will give a large overview on the student's comprehension of the lesson. Handouts and Visual TQPDAC Inquiry Method: Aids Students have the chance to explore the problem and come up with own solution.
Cleaning up an oil spill!!!
Think First!! Tap your prior knowledge- what do you know about oil spills and cleaning things up. Apply how you clean messes up to how you might clean up an oil spill!
Question: How can you clean this messy oil spill up?
Procedure: 1. Get supplies from the teacher. 2. Pour 12 cups of water into the metal pan and add 3 tablespoons of oil 3. Devise a plan of action to clean up the oil spill while leaving all the water in the pan. 4. Put the plan of action into place making sure to try cleaning it up with all of the materials provided. 5. Carefully observe how each material works and record your observations. 6. When you are done form a conclusion- which items work best to clean the oil spill up!
Data: Item Used How useful was the item?? Cotton balls
Paper towel
Spoons
Dish soap
Newspaper
Sponge Analysis: Which items worked best and why do you think they worked so well?
Would you use more than one item to clean up the spill?
Conclusion: How are you going to clean up an oil spill in the future?
Is this a good way to clean up a real oil spill or is it only good for little spills? 14 Name: Sarah Ferree
Type of Lesson: Centers
Contact Information: 231-675-2390, [email protected]
Lesson Title: WATCH OUT! IT’S EVERYWHERE! Grade Level: 4th to 6th
Materials: pencil, glue stick, glitter, 7 oz. cups for class, hydrogen peroxide, water, bleach, markers, poster board, paper, “Wanted Poster”, map of earth, computer, Internet, books, news articles, all the TQPDAC’s,
References: http://www.kidzone.ws/plans/view.asp?i=100 http://www.teachnet.com/lesson/health/germs041999.html http://school.discovery.com/lessonplans/body.html
Science Process Skills: MCF and Science Topic: Lesson Objective: The learner will Observing MCF I, CS I, E2—Developing explore the ideas of bacteria, the Classifying Answers to Unsolved spreading of germs, and the hazards Communicating Questions of an epidemic. They will discover Predicting how to help control these things. Interpreting Data MCF III, CS I, E1—Cells and Experimenting their growth and movement
MCF III, CS II, E1—Compare and Classify Organisms
Key Question: How do bacteria and epidemics affect people and what can we do about it?
Common Misconceptions: Epidemics just happened in the “old`n`days.” (Me) Bacteria are too small to see. (Me) Once an epidemic starts, it won’t stop. (Me)
Set Up Prior to Lesson: **Centers are to be done one at a time…in any order…have the class in six groups** First, have each center set up at a different section of the room. Center One needs access to computers and the Internet, markers and poster board. Center Two needs access to computers and the Internet, markers, and the ‘Wanted Posters’. Center Three needs access to microscopes. Center Four needs access to Petri Dishes and Cotton Swabs. Center Five needs access to a variety of books about epidemics and bacteria. Center Six needs access to three news articles and a map of the world, and extra paper. Have the correct TQPDAC for each center, sitting by that center, so students can get them as they enter the center. Have the Engage Activity ready also. You need a pencil, a glue stick and glitter. Have the Explore Activity ready also. You need enough cups for the whole class, 3 oz. of Hydrogen Peroxide, and 5 oz. of bleach. Be ready to have FUN!!!
Task Description Theories/Method s Engage Activity Ask the students if they know about germs and how they Inquiry: asking a spread. (Because germs are so tiny and can't be seen, children question will quickly dismiss that they exist at all.) Choice Theory- Cover a pencil with glue or hand lotion, then sprinkle glitter Personal Power: all over the glue/lotion. Pass the pencil around the room (this Voicing Opinions one's a little messy!) and watch the glittering "germs" spread Glitter from one student to the next. Demonstration After all the students see it and handle it, wipe the pencil off with a paper towel. Some of the germs will still remain. This is why it is important to actually WASH the pencil (and Brain Based: everyone's hands) with soap and water to effectively remove comparing to real the germs. life
At least one of your students will touch something else once they have glitter on their hands. Glitter on a desk, on their face, or in their hair is an even better example of how easy it is to spread germs.
Talk to the students about how one little germ or virus can start an epidemic, noting to them that an epidemic is an outbreak of a contagious disease that spreads rapidly and Explanation widely.
Ask the students: Have you ever heard of an epidemic before? Inquiry: asking How do you think epidemics effect people, and what do you questions think we can do to help prevent them? Key Questions Have the students quickly clean up and pick a student to hand out the TQPDAC’s at the front of the classroom, for the Germ Spreading Experiment.
Explore Activity Do the following before the lesson begins. Number the 7 oz. Cups on the bottom. Pick a cup other than #1 and pour 3 oz. of Prepare Cups hydrogen peroxide into it. Put 3 oz. of water in the remaining cups. (The extra room will help prevent spills.)
Tell the students you have discovered a new disease, the "Fizzy Virus." Remind them to be careful during the Brain Based: A experiment: take care when moving around the room, chairs Real Life are under the tables, they should not taste the liquid, the proper Situation way to smell the liquid, etc.
Students should have their TQPDAC which is numbered 1 - 3. They are to decide who to pair up with. Person A of the pair TQPDAC carefully pours their entire cup into Person B's cup. Person B carefully pours about half of the liquid back into Person A's cup. They write down on their paper who they exchanged Cooperative with. Each student repeats the procedure twice more. When Learning: working they finish they go back to their desks and sit down. (Please in pairs tell the students how important it is to follow these directions. They SHOULD NOT exchange with the same person twice.) Cup Experiment Go to each student and drop 2-4 drops of bleach (the test!) into their cup. If it fizzes, the cup is infected. The students with Multiple "infected" cups are listed on the board or overhead. Have my Intelligences: students copy this information. Bodily/Kinesthetic Add the Bleach : moving around, The liquid is safe enough to be poured down a sink. DOING the experiment The students with the "Fizzy Virus" cups are asked to name the students in order that they exchanged with and those names are written down. The class tries to detect who had the original "infected" cup. This will look like a web/graphic organizer. You may have to guide them on to do this logically. Find Out the It is sometimes easier to see, who was not the first "infected". Infected Person Explain how this is similar to real life, but infection is not Multiple limited to 3 people each time. Sometimes people forget where Intelligence: they have been and who they have been around. Sometimes Mathematical/ they get well and then are re-infected. Logical: graphic organizer
Explanation
Processing Here is where the centers begin. Break the students up Centers: Activity into 6 groups. They will rotate in ascending order. (Group throughout all of 1 will go to table 2 when they finish table 1, group 2 will go Processing Bacteria to table 3 when they finish table 2, etc.) Make sure that every group visits every table. CENTER 1 (25 minutes) Multiple TQPDAC Students will focus on the basic characteristics of bacteria: Intelligence: what they look like, where they live, and how they move. Verbal/Linguistic: reading and Use the following Web sites and the matching TQPDAC researching (Who’s Who in Bacteria). Make sure the Web sites are Websites bookmarked on the computers with these names. -Bacteria= http://www.microbe.org/microbes/bacterium1.asp -Where Bacteria Lives= http://www.microbe.org/microbes/where_live.asp Cooperative -Personal Account= http://www.amnh.org/nationalcenter Learning: /youngnaturalistawards/1998/bacteria.html comparing with Research each other The students will individually research these sites and collect data on bacteria, with the ultimate goal of answering the TQPDAC question. Then after 10 minutes the students will Poster get together in their center group and compare what they found. Then, using the markers and poster board they will create a poster that creatively answers the question. Multiple CENTER 2 (25 minutes) Intelligence: Have the group divide in half. Half of the students will Verbal/Linguistic: Helpful or research ‘helpful’ bacteria, and the other half will research reading and Harmful ‘harmful’ bacteria. researching
Use the following websites and the matching TQPDAC (Friend or Foe). Make sure the websites are bookmarked on Websites the computer with these names. -Friend or Foe= http://www.microbe.org/microbes/friend_or_foe.asp Constructivism: -Bacteria Working for US= Discovering on http://www.microbe.org/microbes/at_work.asp their own -E. Coli= http://kidshealth.org/kid/health_problems /infection/ecoli.html -Botulism= http://kidshealth.org/kid/health_problems /infection/botulism.html The students will split in half and either research helpful or harmful bacteria. They will get back together as a group after 10 minutes and compare their findings. Then they will use the Wanted Posters markers and the ‘Wanted Posters’ to create signs for the Helpful Bacteria. (They are wanted because they help us!) Cooperative Learning: comparing with each other
Further CENTER 3 (25 minutes) Centers: Investigation Have the group decide what there is in the classroom that they throughout all of would like to examine under the microscope to see if they can Further see the microorganisms. If you have enough microscopes, Exploration Microscopes have the students look at these things in groups of two or three.
Have each group list the things that they looked at on their Multiple TQPDAQ’s (Up Close and Personal), and record and draw Intelligence: TQPDAC what they saw. Visual/Spatial: looking in If there is only one microscope for the whole center, have the microscope and other students prepare posters to help remind themselves of drawing things they should do to prevent the spread of germs in the classroom as well as at home. (e.g., washing hands before eating, after using the bathroom or handling pets; not sharing cups, glasses, combs and brushes or foods that can't be separated before eating.)
CENTER 4 (25 minutes) (+follow up in 3 days) Each student will be given a Petri dish with a culture medium in it. The students will label the dish with their name. Brain Based Petri Dish Learning: Real Each student will follow the TQPDAC (Let’s Grow Us Some Life Application Bacteria) instructions. They will brainstorm where the most bacteria would be in the classroom. They will then swab that place, and then expose it to the culture. After 2 to 3 days, you can remind the students of their dishes and the students can TQPDAC explore them. The students can also answer the last question of their TQPDAC.
They will use a cotton swab to get a sample from anywhere in the classroom where they think there are a lot of germs and transfer it to the Petri dish. The cultures shall be placed in a Constructivism: cabinet and looked at the next couple of days to see if anything Discovering on has grown. If you need a background on culturing, and make their own Swabbing sure that your students get to produce results, go to http://www.hometrainingtools.com/articles/microscopic-agar- petri-dishes-science-teaching-tip.html Applications CENTER 5 (25 minutes) Centers: all There will be a variety of books at this center, and students throughout will choose one to focus on and complete their TQPDAC Applications TQPDAC (Drop Everything and Read).
Some examples of books are: -Eyewitness: Epidemic (Hardcover) by Brian Ward Multiple Books - Germs Make Me Sick! by Melvin Berger Intelligences: - The Magic School Bus Inside Ralphie : A Book About Verbal/Linguistic: Germs by Joanna Cole reading and - Sam's Science: I Know How We Fight Germs (Hardcover) by Kate analyzing Rowan
Reading Students will read, explore and analyze the book. They will Higher Order learn about epidemics and bacteria, while also judging the Thinking: analyze, quality of a book. judge CENTER 6 (25 minutes) The students will learn about 3 different epidemics and where News Articles they happened in the world. You need to find 3 articles on 3 epidemics that have happened throughout history. Some examples are: - Renowned Bird Flu Expert Warns: Be Prepared By Jim Avila and Meredith Ramsey Multiple - A Flu Hope, Or Horror? By Charles Krauthammer Intelligences: - Sudan continues effort to close down polio epidemic by Verbal/Linguistic: UNICEF reading and analyzing After the students split up the articles and go over them, they TQPDAC will use a map of the world to show where the epidemics are. Cooperative They will follow the TQPDAC (Extra! Extra! Read All About Learning: working It!) together, but separately They will also write a summary to attach to the map telling accountable Map and how they started, why they are happening, or any other Summary information they found. Assessment Collect all 7 TQPDAQ’s as the students finish them. Each Assessing their TQPDAC is worth 10 points, if al the questions are answered Inquiry and TQPDAC and the student understood the concept that was presented. Higher Order Thinking Collect the posters of the characteristics of bacteria. It is Abilities. worth 10 points, if the characteristics are right and the poster looked well thought out. Each bacterium has to have all the Along with ability Poster correct information by it, including, where it lives, what it to follow looks like, and how it moves. instructions. Wanted Poster Collect the ‘Wanted’ Posters. It is worth 5 points if they have a ‘helpful’ bacterium on there.
Map Collect the map of the world. It is worth 5 points if the map is colored in at the right places, and the summaries on the attached sheet are well thought out. Handouts and All Seven TQPDAC’s Visual Aids A WANTED Poster A Map of the World Overview of Requirements for Websites/Books
For Centers 1 and 2 multiple websites need to be used. In the lesson are a few examples, but you can use any websites that you choose. They should just meet the following requirements.
CENTER 1: -Basic Characteristics of Bacteria -How Bacteria Moves -Where Bacteria Live -What Bacteria Looks Like **These need to be kid friendly with pictures on the sites.
CENTER 2: -Helpful Bacteria -How Bacteria Can Work for Us -Harmful Kinds of Bacteria **These need to be kid friendly with pictures on the sites.
Center 5 has a variety of books at it, and you as a teacher can choose what books to use. They should cover the following topics: -Epidemic -History of Epidemics -Bacteria -Germs -Fighting Bacteria and Germs **These should be appropriate books for elementary school children and full of information and pictures. Don’t Catch the Fizzy Virus
Think First: How do you think germs travel? Do you think there are germs on you right now?
Question: How easily do viruses spread? Can you tell when a virus spreads?
Procedure: 1. Take a cup from the front table. 2. Pick a partner, and have him/her pour the liquid into your cup, then pour half of that liquid back. 3. Write down who your partner was in #1 in the data section. 4. Find a partner two more times, and pour the liquid, then write down their name in the respective spot. 5. Sit and wait for the teacher when you are done sharing.
Data:
#1 ______
#2 ______
#3 ______
Analysis: Was your cup ‘infected’ with the Fizzy Virus when the teacher came around and tested it?
How do you think that your cup got ‘infected’? Conclusion: Explain if whether or not a virus is easy to spread and if it’s easy to tell if it spreads.
Who’s Who in Bacteria
Think First!: Bacteria (germs) are everywhere! What kind of bacteria might be on your hand right now?
Question: What do bacteria look like? Where do they live? How do they move?
Procedure: 1. Individually go to the computers and go to the following websites that are bookmarked on the computer, to answer the questions. -Bacteria -Where Bacteria Lives -Personal Account 2. Collect your information in the Data Section. 3. After 10 minutes, get back together with your group and compare what You found. 4. Use the supplies on the table to make a poster all about Bacteria and their characteristics.
Data:
Analysis: What are some characteristics of bacteria that stuck out to you?
What did other people find that you didn’t? Conclusion: Explain what bacteria look like, where they live and how do they move?
Friend or Foe?
Think First: Did you know that some bacteria can actually help you? How might bacteria help you?
Question: Are bacteria good or bad for humans?
Procedure: 1. Divide your group in half and go to the computers. 2. If you are researching helpful bacteria, go to these websites that are bookmarked on the computers, to learn about them. -Friend or Foe -Bacteria Working for Us 3. If you are researching harmful bacteria, go to these websites that are bookmarked on the computers, to learn about them. -E. Coli -Botulism 4. After 10 minutes, come back as a group and share your findings. 4. Use the supplies and your findings to create ‘Wanted Posters’ for helpful bacteria.
Data: Record your findings here. INFO. FROM MY WEBSITE INFO FROM MY GROUP
Analysis: What did you find that was interesting? What were the other group’s findings? Compare and Contrast.
Conclusion: Explain what kinds of bacteria are good. Explain what kinds are bad. Up Close and Personal
Think First: Bacteria and germs are on everything…What around the classroom would have the most bacteria on it?
Question: How many microscopic things did you see under the microscope? How could that bacteria and germs be reduced?
Procedure: 1. Select a microscope, and three things to view underneath it. 2. List the three things you choose and draw/describe what you see. 3. If you have to wait for a microscope brainstorm ideas for how to reduce the amount of bacteria on things. Data:
#1 ______
#2 ______
#3 ______
Analysis: What kind of things did you see under the microscope?
How many of those things do you think are bacteria? Conclusion: Explain what you saw under the microscope and how all those things could be reduced.
Let’s Grow Us Some Bacteria!
Think First: This classroom is full of bacteria…it is waiting to attach to something. What do you think about that?
Question: Where do you think the most infected place is in the classroom, why?
Procedure: 1. Get a Petri dish with the culture in it. 2. Write your name on the side or bottom of the dish. 3. Brainstorm where the most bacteria-filled places in the classroom might be. 4. Write your ideas in the data section. 5. When you decide on a spot, go and rub a cotton swab on it and then rub the swab onto the culture. 6. Carefully place the Petri dish into a cabinet for later viewing (2-3 days).
Data: Brainstorming Ideas: (include your final spot you chose)
AFTER TWO TO THREE DAYS:
Analysis: How did you go about deciding where the most bacteria would be?
Explain your reasoning. Conclusion: (To be done after 2-3 days.) Were you right about the spot for high levels of bacteria? What does this mean for you fellow students?
Drop Everything and Read!
Think First: Books can both be fun to read and full of information! What have you learned from a book lately?
Question: What are the main ideas of your book? What did you learn?
Procedure: 1. Pick out a book that looks interesting to you. 2. Read it, analyze it, and explore it. 3. Fill out the data section with interesting things you found.
Data:
Analysis: What book did you read?
Why did you choose this book?
Would you change anything about this book? Conclusion: Explain the main idea of this book and what you learned from it.
EXTRA! EXTRA! READ ALL ABOUT IT!
Think First: Epidemics can happen anywhere at anytime if the conditions are right. Could an epidemic hit your neighborhood?
Question: Why do epidemics happen where they do?
Procedure: 1. Split into 3 groups and divide up the articles. 2. Go over the article collecting any information about the epidemic. 3. Come back together as a group to color in the map of the world. 4. Color in the part where your epidemic happened. 5. On a separate sheet of paper, write a summary of everything you learned.
Data: Any information you collect:
Analysis: Where did your epidemic happen? How severe is it?
Do they have a solution?
Conclusion: Why did your epidemic happen where it did? What were the conditions? Name: Amanda Falk
Type of Lesson: Stations
Contact Information: [email protected]
Lesson Title: The End of Disasters Grade Level: 4th-6th grade
Materials: paper, pencils, crayons, markers, story book, poster board, TQPDAC, survival kit wkst, story scramble papers, computers w/internet connection, venn diagram, webquest wkst
References: Root, P. Rattletrap Car. Candlewick. 2001., http://www.nationalgeographic.com/xpeditions/activities/07/stormy.html Storm Stories http://library.thinkquest.org/C003603/english/index.shtml Station 5 http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/disasters2/ Webquest http://www.insurance-canada.ca/consinfohome/ICLRhome200305.php?format=print misconception http://www.atsdr.cdc.gov/emergency_response/common_misconceptions.pdf misconception
Key Question: How are all of the disasters we learned about during this unit similar and how are they different?
Common Misconceptions: Natural disasters don’t happen here (http://www.insurance- canada.ca/consinfohome/ICLRhome200305.php?format=print) The initial reaction to warnings of a disaster threat is panic. (http://www.atsdr.cdc.gov/emergency_response/common_misconceptions.pdf)
Set up Prior to Lesson: make copies of worksheets, bookmark websites on computers (both in classroom and in computer lab), reserve computer lab, pull out markers and paper, make sure worksheets are accessible, print off station 5 website in case of technology problems
Science MCF and Science Lesson Objectives: Process Topics: Skills: Inquiry MCF1, CS1, E2 Students will be able to compare, contrast, TQPDAC Develop solutions and distinguish between the natural Observing MCF5, CS3, E2 disasters learned in the unit. Classifying Describe weather Communicating conditions Inferring MCF5, CS3, E4 Explain safety precautions during severe weather
Task Description Methods/Theories Engage -Divide students into groups of 4 (have - Constructivism – Students must students count off). use and apply prior knowledge of -Disaster -After they move into their groups tell disasters to both draw and guess Pictionary them they will be playing Disaster each disaster. Pictionary. - Explain to them that they will each -Higher Order Thinking – Students receive a piece of paper with two disasters must recognize, identify, illustrate, written on it (tornado, hurricane, flood, distinguish, and decide in order to earthquake, blizzard, drought, forest fire, successfully draw and identify the and volcano). disaster (comprehension, -In their groups, they will each draw their application, analysis, evaluation). disasters and the rest of their group has to guess what it is. -Control/choice theory – Students -After the game is over, have students are in an accepting, comfortable stay in groups. learning environment that provides -Make sure they keep the piece of paper them with freedom, personal power, with the two disasters written on them. It and fun and enjoyment. will be needed later on. -Explain to them that they will be now -Multiple Intelligence- Verbal- working at six different stations. Linguistic-Students must listen to directions in order to comprehend them. Visual-Spatial- Students think in images and pictures to accurately visualize each disaster.
-Brain Based – Students are immersed in an authentic learning environment. They create drawings firsthand and use complex thinking and problem solving while taking part in the activity.
-Learning Modalities – Activity includes all three: auditory (listening to directions and the guesses), visual (looking at the drawings of their group members), and kinestenic (hands-on drawing)
-Cooperative Learning – Students must work together in a group to complete this task. They do this using positive interdependence, face to face interaction, individual and group accountability and interpersonal and small group skills. -Integrated Curriculum – Students draw pictures (art) to communicate their ideas with their group members.
Explore -Before students begin the stations, assign Constructivism – Students must use each group a station to begin at. and apply prior knowledge of -Stations -Explain to them how they will rotate natural disasters to complete the stations every ten minutes, so they must given tasks. not waste time at the stations. -Quickly go over the directions for each -Control/choice theory – Students station. are in an accepting, comfortable -Ask if anyone has any questions, if not learning environment that provides students may begin working. them with freedom, personal power, and fun and enjoyment. *Station 1: Rattletrap Car Students will be reading a book Higher Order Thinking- -Higher -When they arrive at the station they will Order Thinking- Students must first choose one person to read the book define, recall, relate, discuss, apply, aloud to the group. arrange, compose, assemble, -When the book is read, they must figure develop, and decide in order to out how the book is related to what we accurately complete the tasks given have been learning about. at the stations. (knowledge, comprehension, application, *Station 2: Disaster Defenition analysis, synthesis, evaluation) Students will first form the definition of a disaster independently. -Multiple Intelligences- Verbal- -Then in their small groups, they will Linguistic- Students must compare their definitions with each other. communicate and listen to each -After that they will form a group other (and the story) to comprehend definition. and accurately accomplish the tasks. -They will then send one person to write their groups definition on the classroom -Brain Based – Students are poster board. working in a low threat environment and challenging state of mind *Station 3: Survival Kit (relaxed alertness), they are taking Students will be asked to make a disaster part in a complex, authentic survival kit. It is not for just one disaster, experience (orchestrated it is for all of the disasters we learned immersion), and they are making about. meaning through experience (active -Students will be given a list of fifteen processing). items. They must choose seven items to put in their survival kit as a group. -Learning Modalities - Activities -As they make the group list they will be include all three modalities: discussing why they feel an item should auditory (listening to directions, the or should not be included in the list. story, and the group discussion), visual (looking at the pictures in the *Station 4: Story Scramble story), and kinestenic (hands-on Students will be asked to unscramble four writing). stories about natural disasters that have occurred. -Cooperative Learning – Students -To do this they must use their prior must work together in a group to knowledge of disasters and geography. complete the tasks. They do this -After they read the clues, they are to cut using positive interdependence, face them apart. to face interaction, individual and -As a group they will put the stories back group accountability and together and glue them onto a separate interpersonal and small group skills sheet of paper. -http://library -Integrated Curriculum- Students .thinkquest.org/C00 *Station 5: Website Explorer read a story and write a definition 3603/english/index. Students will be exploring a website. (language arts). Students must use They will have a seat at a computer and their knowledge of geography to type in the web address (it is also complete the story scramble bookmarked). Their task is to explore the (geography). Students draw pictures website and take notes. They should look (art). for similarities/differences between the disasters. Why they occur, the effects, etc. -Using Technology – Students will be using a computer and the internet *Station 6: Disaster Pictures to explore a website. Students will be drawing pictures of the different disasters we have learned about -Reading aloud- Students read a over the unit. They must draw at least 5 story to their small group. pictures and label what they are.
*In case of technology problems, pages from website will be printed off for students to use.
Processing -Have students return to their own seats. -Constructivism – Students must -They will be using the piece of paper use and apply prior knowledge of -Venn Diagram given to them during the engage activity natural disasters to complete the so have them take that out. venn diagram. - Instruct students to form new groups using that piece of paper. (Form group -Higher Order Thinking- Students with people that have the same disasters relate, discuss, describe, compare, on their paper). contrast, and decide to complete the -Explain to them that in their new groups venn diagram (knowledge, they will be completing a venn diagram comprehension, analysis, comparing and contrasting the two evaluation). disasters. -They will then make a poster with their -Brain Based- Students are in an venn diagram on it. They will have twenty authentic environment, experiencing five minutes to complete this task. things firsthand. They are thinking -After twenty five minutes, each group at a highly challenging state of mind will present the poster to the class. and they are making meaning through experience.
-Control/Choice Theory- Students are in an accepting, comfortable learning environment that provides them with freedom, personal power, and fun and enjoyment.
-Multiple Intelligences- Verbal- Linguistic- Students must communicate and listen to each other to comprehend and accurately accomplish the task.
-Cooperative Learning – Students must work together in a group to complete the task. They do this using positive interdependence, face to face interaction, individual and group accountability and interpersonal and small group skills.
Further -After the presentations are complete, -Constructivism – Students must Investigation have all students return to their own seats. use and apply prior knowledge of -Explain to them that we will all be going natural disasters to complete the -Webquest to the computer lab to complete a given tasks. http://www.cap.nsw webquest. .edu.au/bb_site_intr -Show them the website on the screen in -Control/choice theory – Students o/stage3_Modules/d the front of the room and go over are in an accepting, comfortable isasters2/ directions with them. learning environment that provides -Be sure to tell them to stop after step them with freedom, personal power, number 2, they do not need to go onto and fun and enjoyment. step 3. -Ask if there are any questions. If not, -Higher Order Thinking- Students have students line up at the door to quietly describe, explain, compare, and walk down to the computer lab. analyze -When in the computer lab, have students (comprehension, analysis). sit at their assigned computers and hand out worksheet.. -Brain Based- Students are in an -Have students log onto internet and go to authentic environment, experiencing the webquest website (it is bookmarked things firsthand. They are thinking on the computer). at a highly challenging state of mind -Give students a half hour to complete the and they are making meaning worksheet. through experience. -Walk around answering questions and helping as needed. -At the end of the half hour, collect worksheets. -Then have students line up at the door and walk quietly back to the room.
*In case of technology problems, webquest will be printed off for students to use.
Application -When the students are back in the room -Constructivism – Students must and seated quietly, explain to them that use and apply prior knowledge of - Brochure they will be creating an Emergency natural disasters to complete the Preparedness Brochure. given tasks. - In groups of four to five they must create a brochure that lists/shows how to -Control/choice theory – Students be prepared for ALL disasters that were are in an accepting, comfortable learned about. learning environment that provides - Groups should be creative, but them with freedom, personal power, brochures must include: and fun and enjoyment. *survival kit items (food, water, etc) *ways to prepare house for disaster -Brain Based- Students are in an *precautions to take during disaster authentic environment, experiencing -Must also include pictures or diagrams of things firsthand. They are thinking some sort. at a highly challenging state of mind -Brochure should be professional looking, and they are making meaning treat it as though it will be handed out to through experience. people. -Higher Order Thinking- Students recall, recognize, create, apply, assess, and decide when completing the brochures. (knowledge, comprehension, application, evaluation)
-Cooperative Learning- Students must work together in groups to complete the given task. They do this through face to face interaction and group interdependency.
Assessment -Collect TQPDAC, survival kit lists, story -Inquiry and Constructivism- By scramble papers, venn diagrams, collecting these items, teacher is Participation,TQPD webquest worksheet, brochure able to see how students used and AC, survival kit applied prior knowledge and related lists, story scramble TQPDAC = 15 points it to new ideas and information to papers, venn Credit/no credit form new knowledge. diagrams, webquest Survival kit lists, story scramble papers worksheet, brochure Participation points = 5 points -Higher Order Thinking- Teacher is Venn diagrams = 6 points able to see how students perform At least 3 similarities, at least 3 while doing different tasks from differences Bloom’s Taxonomy. Webquest worksheet = 5 points Credit/no credit Brochure = 20 points survival kit items (food, water, etc) – 5pts ways to prepare house for disaster – 5pts precautions to take during disaster – 5pts creative, professional, included pics – 5pts
Total points possible: 46 points
Handouts and -TQPDAC Visual Aids -story book -poster board -survival kit wkst -story scramble -websites -venn diagrams -webquest wkst
Description of Book
The Rattletrap Car by Phyllis Root “On a hot summer day, Junie and Jakie suggested a trip to the lake. Poppa worries about whether or not their old car will make it ("It doesn't go fast and it doesn't go far"), but the family decides to give it a try. They haven't gone far when "boomsssssssss. The tire went flat." Junie knows what to do-she puts her beach ball in the place of the wheel, sticking it on tight with chocolate marshmallow fudge delight. Then, "whumpety whomp!"-the floor falls off. This time, Jakie knows just what to do. A series of other near-disasters follows, each finding a silly remedy with an item that had been packed for the outing, and they make it to the lake.” -Amazon.com
(Relates to lesson because through each disaster, the family finds a way to solve and overcome the problem) Survival Kit List
Of the 15 items listed below, you and your group are to choose only 7 that you would include in a disaster survival kit. Be able to explain why you would or would not choose a certain item. Keep in mind that this kit is not for one disaster in particular, it is for all disasters we have learned about in this unit.
1. water 2. non perishable food 3. pet food 4. clothes 5. money 6. important documents (insurance etc) 7. car keys 8. flashlight 9. toys/books 10. blankets 11. batteries 12.1st aid 13.portable radio 14. non electric can opener 15. toilet paper/paper towel
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7. Little Town Imagine that your group represents the citizens of Little Town. Little Town is a lovely town situated in the foothills of the White Peak Mountains near scenic Eagle Creek. Little Town has a year round population of 10,500 people. During the summer, this population doubles to about 20,000 as people with summer homes and people on summer vacation return to this beautiful recreational area. A drought has afflicted your region for the past several years, and Eagle Creek is nearly dry because the upstream reservoir, North Lake, has almost no water left. Eagle Creek is mainly used for recreational purposes (rafting, fishing, swimming, etc.), but North Lake is used to generate hydroelectric power for Little Town and other neighboring towns, as well as for recreation. The citizens of Little Town need to find a way to save their creek from the impact.
You will have twenty minutes to answer the following questions on a separate piece of paper:
*What effects is the drought having on your town? The people? The wildlife and plants? The lake and creek?
*What solutions do you see for Little Town and North Lake? (What can you do to save the creek and lake from the drought?)
*How will the town go about doing these things? Drought -Log onto computer and sign onto internet. Type in the web address http://library.thinkquest.org/16132/html/drought.html -(site is also bookmarked on the computer) -Explore the site and answer the following questions.
1. What is a drought?
2. What does a drought usually result in?
3. What do statistics indicate about droughts? (How often does a major drought in the US occur?
4. What are two precautions that can be taken in drought-risk areas?
5. There are how many categories of drought effects?
6. Name the three effects and give two examples of an effect from each.
7. Two things you found interesting or that surprised you.