Webquest Powerpoint

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Webquest Powerpoint

  1. 1. Float That Boat<br />Erin Hampton<br />Megan Criss<br />Joe Berry<br />Casi Hay<br />Lauren Ray<br />
  2. 2. Table of Contents<br />Summary of Unit<br />Engaged Learning Characteristics<br />NETS-S<br />Integrated Technology<br />What We Learned<br />
  3. 3. Float that Boat<br />Unit Summary<br />In this activity, students worked together in groups to design a boat out of their choice of materials that will float and work properly. They chose their material by experimenting with buoyancy, density, and displacement. Their job was to persuade a toy company through brochures and slideshows to use their design. This lesson not only taught science and math, but also incorporated technology into their unit.<br />
  4. 4. During the lesson, students were focused on these questions:<br />Essential Question:<br />How can we explain the things that happen around us?<br />Unit Questions:<br />Are there rules that affect the ways things move?<br />What rules affect whether an object floats or sinks?<br />Content Questions:<br />How are density, buoyancy, and displacement related?<br />How can you measure volume of irregular solids?<br />Which objects float and which sink?<br />What happens to liquids when objects float or sink?<br />
  5. 5. Right Brain Characterisitics<br />Responds to demonstrated instructions<br />Looks for patterns and configurations<br />Looks for similarities<br />Spontaneous<br />
  6. 6. Left Brain Characteristics<br />Responds to verbal instructions<br />Problem solves by logically and sequentially looking at the parts of things<br />Is planned and structured <br />
  7. 7. Engaged Learning<br />In order for a student to be engaged in the unit, we believe they must have these characteristics:<br />
  8. 8. Collaboration<br />Students work in collaborative groups in which the groups make decisions regarding planning, implementing, and evaluating their work, making explicit use of multiple and differing points of view.<br />Float the Boat Example:<br />The students work in groups in this activity while experimenting with water and volume displacement. They also consider a question at the beginning of the lesson so that they can promote group discussion.<br />
  9. 9. Flexibility<br /><ul><li>Groups are formed for specific purposes such as common interest and need for specific skill building--and reformed on a regular basis.
  10. 10. Allowing the students to work at their own speed or learning rate so that they can understand the concept</li></ul>Float the Boat Example:<br />The teacher allowed them to make their own boats. This lesson wasn’t like math to where there was only one answer. The children got to work at their own speed and perfect their boat.<br />
  11. 11. Problem Solving<br />A systematic approach utilizing multiple prospective to uncover the issues related to a particular problem, designing an intervention plan, and evaluate the outcome. <br />Float the Boat Example:<br />Students take on the role of designers and guess what properties it will take to actually float their boat. They have to add items to their boat and subtract other things to get it to float.<br />
  12. 12. Creativity<br /><ul><li>Allowing the students to be open minded and to explore new ideas
  13. 13. Allow students to be hands on learners and express their thoughts in various ways</li></ul>Float the Boat Example:<br />The boat can be as creative as they want. They have the option of which materials they can add onto the boat. The students made brochures or multimedia slideshows to persuade the toy companies to use their idea. This gave them an opportunity to be creative and use different colors and thoughts. This activity got to have them be hands on and learn at the same time.<br />
  14. 14. Challenging<br /><ul><li>Makes students think
  15. 15. Allows them to do research
  16. 16. Tests their knowledge</li></ul>Float the Boat Example:<br />They might fail, but they have to go back and fix the boat in the end. They have to research each design and how it might take on each liquid. Students have to apply their research to their boat design. They explore different ideas and the teachers became facilitators. <br />
  17. 17. NETS-STechnology Operations and Concepts<br />Students must have working knowledge of desktop publishing software and multimedia slideshow software<br />Students need to have a working knowledge of word processing skills<br />Students develop a multimedia presentation to present to the toy company<br />
  18. 18. NETS-SPlanning and Designing Learning Environments and Experiences<br />Students have to have plan how they will make their boat<br />
  19. 19. NETS-STeaching, Learning, and the Curriculum<br />Students are learning by exploring. <br />Students can also be teachers when sharing ideas/ knowledge with their group. <br />Students use leadership skills to act as teachers in organizing and keeping the group focused. <br />
  20. 20. NETS-SAssessment and Evaluation<br />Students will be assessed on how they set goals<br />Students will have to provide feedback <br />They will be evaluated on how they reflect on learning throughout the learning cycle<br />
  21. 21. NETS-SProductivity and Professional Practice<br />Students are working toward a goal collaboratively <br />They are making a multimedia presentation to present to a company<br />They are investigating some of the rules that affect whether an object floats<br />
  22. 22. NETS-SSocial, Ethical, Legal, and Human Issues<br />Students work collaboratively brainstorming types of materials as well as designs to create a toy boat<br />
  23. 23. What is Technology Integration<br />Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Discrete computer skills take on new meaning when they are integrated within the curriculum. Integration is incorporating technology in a manner that enhances student learning<br />

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