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Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
Our Best Work-- Windbreakers Power Point Presentation
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Our Best Work-- Windbreakers Power Point Presentation

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  • Background information: consultants? Formula when collecting data?
  • Investigative question: How will the daily weather patterns affect the speed and direction of the wind?
    Consultants: Kim Adams -- ITT Industries, Joe RandKidWind Project
  • How we collected data
    Formula used
    Variables
    Control
  • Possibly looking into a pressure component: barometer
  • PBL is a student-centered approach to learning that incorporates research and problem-solving in an investigation of a real-world problem.
    Problem Based Learning should:
    -be student-centered and experiential
    -be inductive
    -build on or challenge prior learning
    -feature complex or ambiguous problems
    -be collaborative yet independent.
  • Transcript

    • 1. Problem Based Learning: How can I create an original machine to accurately measure wind speed and direction for four weeks?
    • 2. Ms. Frizzle’s Wind Breaker Team Hi! I’m Meredith Doepner, and I work on Ms. Frizzle’s team as a data collector, and recorder. I’m Katelyn Kingseed, and I love being Ms. Frizzle’s consultant communicator, and data collector. Hello! I’m Rachel Landa and I help update Ms. Frizzle’s website and collect data. "The Magic Wind Bus"
    • 3. Let’s get started! • Brainstorming activity -How will we deal with materials, location, weather, design, time, and personal responsibilities? -Investigative Question • Investigation considerations -Location for data collection -Time of data collection -Conversion to mph -Consultants • Planning considerations -Background information -Data Collection -When to meet? -National Weather Service
    • 4. How did we investigate? • Developed Investigative Question • Researched Wind Machine Designs • Contacted Consultants • Decided on group meeting time/place • Sketched potential wind machine design • Purchased materials • Constructed the machine • Calibrated machine • Made data collection schedule • Started 4 week data collection • Designed group website • Started brainstorming ideas for presentation • Finished data collection/data table online • Finalized presentation and website Beginning Middle End
    • 5. What you might find! Data Table https://spreadsheets.google.com/ccc?key=0Ahpxn7z_l3ZddFhkZzNoT195d zdHSklFYXBkRjFsLUE&hl=en&authkey=CNGBy_wP#gid=0 Group Website http://www.facebook.com/pages/TheWindbreakers/126564847398074?v= wall
    • 6. What have we learned? • Our data did not show a consistent relationship between daily weather patterns and the speed and direction of the wind. • Wind and Weather ARE related, but are also very different. – We get wind when air flows from an area of high pressure to an area of low pressure. – The weather patterns are based on the location of those areas of high and low pressure. • High pressure usually brings clear weather. • Low pressure usually brings stormy weather • There must be another component in addition to weather patterns causing the wind to behave in such a manner.
    • 7. How could we improve? • In the future we would… – Test more machine designs before finalizing ours – Make more specific jobs for team members from the beginning – Involve all subject areas • With a special emphasis on physical education, art, and literacy – Change the variable we tested
    • 8. A word from our Consultant
    • 9. In your own classroom… • Implementing PBL in your own classroom • In a Special Education Classroom • Technology Used: • E-mail • Microsoft Office – Excel – Word – PowerPoint • Google Docs • Google websites • Facebook • Youtube
    • 10. Sources Used: • Retrieved from http://library.thinkquest.org/5818/globalwinds.html • Retrieved from http://learn.kidwind.org/ • Retrieved from http://www.youtube.com/

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