The document describes a science project for 3rd grade students where they will experiment to examine the effects of different types of soda on tarnished pennies. Students will work in groups to follow the scientific method by making predictions, planning and carrying out the experiment, and evaluating the results. They will then create a video using iMovie to narrate the experiment process, results, and conclusions. The project incorporates standards around science inquiry, writing, and technology skills while providing an authentic learning experience for students.
The document describes an experiment using apple cider vinegar and salt to clean coins. Students will place pennies and silver coins (quarters, nickels, dimes) in separate bowls containing apple cider vinegar and salt to see which cleans better. The vinegar solution effectively cleans the pennies, making them shiny, but has little effect on the silver coins. This is because pennies are made of copper, which reacts differently than the mixture used to make silver coins.
Two kindergarten classes will participate in a videoconferenced science lesson to compare attitudes and engagement. The lesson will involve tasting different foods and discussing their properties using descriptive words. Students will complete pre- and post-tests on a science concept as well as surveys about their enjoyment of the lesson. The teacher hopes to show that videoconferencing can increase interaction between classes while keeping students in their own classrooms.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
Forces and Materials 2 Teaching Idea J VillisJoanne Villis
This document outlines a lesson plan for having students design and build bridges using various materials. It involves having students first investigate the strength of different materials, then design their bridge using their findings. They would build their bridge, test it under a load requirement, and finally evaluate and present their design to the class. The goal is for students to learn about forces, materials properties, and the engineering design process.
Students plan and carry out an investigation to design and test water filtration systems using natural materials. Working in groups, students brainstorm designs, build prototypes using combinations of materials like sand, gravel, charcoal and coffee filters, and test their systems by filtering dirty water. They evaluate the outcomes to identify the most effective design. Through discussion and testing additional designs, students determine the best materials and layout for purifying water. They reflect on the design process and what they learned.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This document provides information about a science learning module on matter for 7th grade students, including:
- The module was developed by the Private Education Assistance Committee to be used in online, blended, and remote learning.
- It encourages independent and self-regulated learning as well as developing 21st century skills.
- The module covers topics like scientific values, the scientific method, and designing experiments through various learning activities and assessments.
The document describes an experiment using apple cider vinegar and salt to clean coins. Students will place pennies and silver coins (quarters, nickels, dimes) in separate bowls containing apple cider vinegar and salt to see which cleans better. The vinegar solution effectively cleans the pennies, making them shiny, but has little effect on the silver coins. This is because pennies are made of copper, which reacts differently than the mixture used to make silver coins.
Two kindergarten classes will participate in a videoconferenced science lesson to compare attitudes and engagement. The lesson will involve tasting different foods and discussing their properties using descriptive words. Students will complete pre- and post-tests on a science concept as well as surveys about their enjoyment of the lesson. The teacher hopes to show that videoconferencing can increase interaction between classes while keeping students in their own classrooms.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
Forces and Materials 2 Teaching Idea J VillisJoanne Villis
This document outlines a lesson plan for having students design and build bridges using various materials. It involves having students first investigate the strength of different materials, then design their bridge using their findings. They would build their bridge, test it under a load requirement, and finally evaluate and present their design to the class. The goal is for students to learn about forces, materials properties, and the engineering design process.
Students plan and carry out an investigation to design and test water filtration systems using natural materials. Working in groups, students brainstorm designs, build prototypes using combinations of materials like sand, gravel, charcoal and coffee filters, and test their systems by filtering dirty water. They evaluate the outcomes to identify the most effective design. Through discussion and testing additional designs, students determine the best materials and layout for purifying water. They reflect on the design process and what they learned.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This document provides information about a science learning module on matter for 7th grade students, including:
- The module was developed by the Private Education Assistance Committee to be used in online, blended, and remote learning.
- It encourages independent and self-regulated learning as well as developing 21st century skills.
- The module covers topics like scientific values, the scientific method, and designing experiments through various learning activities and assessments.
The Role of Creativity in Student Engagement, Learning through Social Learnin...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies of incorporating creativity into teaching, including using virtual worlds, computer-supported cooperative learning across universities, social learning networks like Facebook, and role-playing forensic investigation scenarios. Students engage with varied tools and experiences that aim to develop ideas and solutions in unique, relevant, and collaborative ways.
'The role of creativity in Student Engagement - learning through Social Learn...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies where creativity is incorporated into the curriculum, including using virtual worlds and social networks to enhance collaboration. Students engage in role-playing scenarios, simulations, and real-world projects. Dafoulas believes creativity can be triggered in students and highlights techniques like relaxing exercises, freedom of expression, and making emotional connections to promote creative thinking.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to deepen understanding of science concepts and the nature of science. Students document the process using blogs, data collection, graphs and digital stories to share their learning.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to explore scientific concepts and the nature of science. Students document their work in blogs and create a digital story to share their findings. The goal is for students to develop collaboration skills while deepening their understanding of science.
2013 Partners in Learning Innovation Workshop session 4SchoolNet SA
This document outlines an innovation workshop session on 21st century learning dimensions. The session aims to help participants understand six key dimensions of 21st century learning: collaboration, knowledge construction, use of ICT, self-regulation, skilled communication, and real-world problem solving/innovation. Examples are provided for each dimension. The document also includes activities for participants to analyze learning activities based on how well they incorporate the different dimensions.
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
The document outlines a lesson plan for teaching students about climate change and reducing carbon footprints. It involves students researching ways to reduce carbon footprints in small groups and presenting their findings. As a class, they will launch a recycling experiment to chart materials collected and money earned over a month. Using digital tools, students will calculate the amount of CO2 kept from the atmosphere. Finally, students will create a video using interviews to share what they learned from the experiment.
The document outlines a lesson plan for teaching students about psychological disorders. It includes having students watch video clips about disorders, research disorders in groups to create a PowerPoint presentation, individually research and design pamphlets on specific disorders, listen to a speaker who is a clinical psychologist, and act out disorders in role-playing videos to have classmates guess the depicted disorder. The teacher assesses students using a rubric on their participation in class discussions, quality of presentations and pamphlets, and role-playing videos. The teacher found the students engaged in the project and met the learning goals.
Students will conduct a scientific investigation exploring the chemical reaction between baking soda and vinegar. They will observe and document the reaction through experiments like making rockets out of plastic bottles or blowing up balloons. Students will keep individual journals of the process and collaboratively create a digital documentary presenting their findings. The lesson incorporates standards around scientific inquiry, communication, and applying chemistry concepts to everyday activities like baking and cleaning.
This 5-day lesson plan teaches 5th grade students about ocean acidification. Students will conduct an experiment to test how acidity affects marine organisms. They will research the causes and effects of increased ocean acidity. Finally, students will create PowerPoint presentations to share what they have learned about acidification and how individuals can reduce its impact. The lesson incorporates group work, videos, websites, and technology to engage students on this topic.
The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
- Teachers find this approach effective for developing student independence and leading more discussion-based lessons rather than direct instruction. It reduces teacher planning and preparation time.
This document describes a lesson plan for a project-based learning activity on the topic of colonizing other planets. Students are given guiding questions about colonizing other planets and asked to research topics related to finding extrasolar planets, predictions for future space travel, and science fiction novels about colonization. The goal is for students to explore various aspects of the feasibility and challenges of colonizing other worlds. Materials needed are access to the internet and computers. Students would research different topics individually or in groups and present their findings.
This document outlines a lesson plan for teaching 4th grade students about holiday traditions from multiple cultures. It includes the following:
- The students are a class of 20 (11 girls, 9 boys) from various backgrounds including Muslims, Jews, and African Americans.
- The plan is to have students learn about holiday traditions through videos, crafts, podcasts and group projects over 3 weeks to meet the objective of describing popular holiday traditions of multiple cultures.
- Materials to be used include computers, craft supplies, podcasts, poster boards and Twitter for polls. Students will view videos, make crafts, listen to podcasts and do group research and presentations.
- Students will be evaluated based on participation
The document provides information about the upcoming Dewey Elementary School science fair, including that all project submissions are due by January 7th, judging will take place on January 9th, winners will be announced the week of January 13th, and supplies like trifold boards will be available for purchase from the front office. It also provides resources for students and parents, including timelines, forms to be signed and returned, and example science fair project topics and guidelines.
The class consists of 22 10th grade biology students with varying learning styles and abilities. Many lack motivation in science. The objective is for students to extract DNA from foods, compare amounts collected, and explain differences after viewing an online resource. Students will present their data and understanding through video lab reports. The teacher will prepare materials, demonstrate the procedure, split students into groups to perform the extraction and research. Students will each contribute and be involved in recording the video. Their understanding will be evaluated through watching the videos and the teacher will provide additional help to struggling students.
This document discusses how to incorporate hypothesis generation and testing (Design Question 4) into elementary science classrooms. It provides examples of how to do this in ecology/life science, physical science, and space science lessons. For ecology, students would predict how to sort species cards and then compare to the scientific method. For physical science, students would hypothesize how to make a sound-making instrument and test their predictions. For space science, students would model and predict the causes of seasons. The document advises that teachers can adapt existing lab activities by having students first make predictions and then reflect on results. The goal is for students to use the scientific process of predicting, testing, and reflecting.
This document outlines an 8-step project-based learning activity for a high school physics class involving the design, testing, and analysis of catapults. Students are split into groups to design and build catapults, record video of them in action, annotate the video to explain physics concepts, critique each other's work, and compete to see which design works best. The goal is for students to gain experience with collaboration, scientific problem-solving, and demonstrating their understanding of physics principles through teaching their peers.
The Role of Creativity in Student Engagement, Learning through Social Learnin...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies of incorporating creativity into teaching, including using virtual worlds, computer-supported cooperative learning across universities, social learning networks like Facebook, and role-playing forensic investigation scenarios. Students engage with varied tools and experiences that aim to develop ideas and solutions in unique, relevant, and collaborative ways.
'The role of creativity in Student Engagement - learning through Social Learn...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies where creativity is incorporated into the curriculum, including using virtual worlds and social networks to enhance collaboration. Students engage in role-playing scenarios, simulations, and real-world projects. Dafoulas believes creativity can be triggered in students and highlights techniques like relaxing exercises, freedom of expression, and making emotional connections to promote creative thinking.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to deepen understanding of science concepts and the nature of science. Students document the process using blogs, data collection, graphs and digital stories to share their learning.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to explore scientific concepts and the nature of science. Students document their work in blogs and create a digital story to share their findings. The goal is for students to develop collaboration skills while deepening their understanding of science.
2013 Partners in Learning Innovation Workshop session 4SchoolNet SA
This document outlines an innovation workshop session on 21st century learning dimensions. The session aims to help participants understand six key dimensions of 21st century learning: collaboration, knowledge construction, use of ICT, self-regulation, skilled communication, and real-world problem solving/innovation. Examples are provided for each dimension. The document also includes activities for participants to analyze learning activities based on how well they incorporate the different dimensions.
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
The document outlines a lesson plan for teaching students about climate change and reducing carbon footprints. It involves students researching ways to reduce carbon footprints in small groups and presenting their findings. As a class, they will launch a recycling experiment to chart materials collected and money earned over a month. Using digital tools, students will calculate the amount of CO2 kept from the atmosphere. Finally, students will create a video using interviews to share what they learned from the experiment.
The document outlines a lesson plan for teaching students about psychological disorders. It includes having students watch video clips about disorders, research disorders in groups to create a PowerPoint presentation, individually research and design pamphlets on specific disorders, listen to a speaker who is a clinical psychologist, and act out disorders in role-playing videos to have classmates guess the depicted disorder. The teacher assesses students using a rubric on their participation in class discussions, quality of presentations and pamphlets, and role-playing videos. The teacher found the students engaged in the project and met the learning goals.
Students will conduct a scientific investigation exploring the chemical reaction between baking soda and vinegar. They will observe and document the reaction through experiments like making rockets out of plastic bottles or blowing up balloons. Students will keep individual journals of the process and collaboratively create a digital documentary presenting their findings. The lesson incorporates standards around scientific inquiry, communication, and applying chemistry concepts to everyday activities like baking and cleaning.
This 5-day lesson plan teaches 5th grade students about ocean acidification. Students will conduct an experiment to test how acidity affects marine organisms. They will research the causes and effects of increased ocean acidity. Finally, students will create PowerPoint presentations to share what they have learned about acidification and how individuals can reduce its impact. The lesson incorporates group work, videos, websites, and technology to engage students on this topic.
The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
- Teachers find this approach effective for developing student independence and leading more discussion-based lessons rather than direct instruction. It reduces teacher planning and preparation time.
This document describes a lesson plan for a project-based learning activity on the topic of colonizing other planets. Students are given guiding questions about colonizing other planets and asked to research topics related to finding extrasolar planets, predictions for future space travel, and science fiction novels about colonization. The goal is for students to explore various aspects of the feasibility and challenges of colonizing other worlds. Materials needed are access to the internet and computers. Students would research different topics individually or in groups and present their findings.
This document outlines a lesson plan for teaching 4th grade students about holiday traditions from multiple cultures. It includes the following:
- The students are a class of 20 (11 girls, 9 boys) from various backgrounds including Muslims, Jews, and African Americans.
- The plan is to have students learn about holiday traditions through videos, crafts, podcasts and group projects over 3 weeks to meet the objective of describing popular holiday traditions of multiple cultures.
- Materials to be used include computers, craft supplies, podcasts, poster boards and Twitter for polls. Students will view videos, make crafts, listen to podcasts and do group research and presentations.
- Students will be evaluated based on participation
The document provides information about the upcoming Dewey Elementary School science fair, including that all project submissions are due by January 7th, judging will take place on January 9th, winners will be announced the week of January 13th, and supplies like trifold boards will be available for purchase from the front office. It also provides resources for students and parents, including timelines, forms to be signed and returned, and example science fair project topics and guidelines.
The class consists of 22 10th grade biology students with varying learning styles and abilities. Many lack motivation in science. The objective is for students to extract DNA from foods, compare amounts collected, and explain differences after viewing an online resource. Students will present their data and understanding through video lab reports. The teacher will prepare materials, demonstrate the procedure, split students into groups to perform the extraction and research. Students will each contribute and be involved in recording the video. Their understanding will be evaluated through watching the videos and the teacher will provide additional help to struggling students.
This document discusses how to incorporate hypothesis generation and testing (Design Question 4) into elementary science classrooms. It provides examples of how to do this in ecology/life science, physical science, and space science lessons. For ecology, students would predict how to sort species cards and then compare to the scientific method. For physical science, students would hypothesize how to make a sound-making instrument and test their predictions. For space science, students would model and predict the causes of seasons. The document advises that teachers can adapt existing lab activities by having students first make predictions and then reflect on results. The goal is for students to use the scientific process of predicting, testing, and reflecting.
This document outlines an 8-step project-based learning activity for a high school physics class involving the design, testing, and analysis of catapults. Students are split into groups to design and build catapults, record video of them in action, annotate the video to explain physics concepts, critique each other's work, and compete to see which design works best. The goal is for students to gain experience with collaboration, scientific problem-solving, and demonstrating their understanding of physics principles through teaching their peers.
2. SUMMARY
• In this exciting project, 3rd grade students will work in small groups to do an inquiry
based science experiment examining the effects of soda on tarnished pennies.
They will follow the scientific method as they make predictions and then plan for,
carry out, and evaluate their experiment.
• After the experiment, the students will work together to write about the experiment,
the process they went through, and the results. They will also make a hypothesis
as to what caused the change in the pennies. The final steps of the experiment
process will be doing research to discover the answer and analyzing how soda
might affect people who drink it.
• After the students have completed the written summary of their experiment and
findings. They will turn the writing into a script for their movie.
• The final step in the project will be the creation of a video using IMovie on an ipad.
The students will be assisted in this process by their 6th grade technology buddies.
The videos will include a narration of the experiment, the steps of the scientific
method, the outcome, and an evaluation of the results. The video will visually show
the pennies and the changes of the pennies based on the type of soda. The
students can get creative as to the design of their video, as long as the main
components are included.
3. STANDARDS
South Dakota Science Standards
3.P.1.1. Students are able to describe physical properties of matter using
the senses (touch, smell, etc.).
3.P.1.3. Students are able to demonstrate how a different substance can be
made by combing two or more substance
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences.
ISTE NET Standards
4- Critical thinking, problem solving, decision making
-4.a, 4.b, 4.c
4. MATERIALS AND TECHNOLOGY
-Ipads
-IMovie
-Smartboard for showing how to use IMovie and for viewing final projects
-computers with search engine for research
-6th grade technology buddies
For experiment
-at least 6 pennies per group (tarnished pennies only)
-several different kinds of soda (Pepsi, Coke, Dr. Pepper, Sunkist, Sprite)
-distilled water
-clear plastic cups
-notebooks for observation
5. LEARNING OUTCOMES
-The students will use the scientific method as they predict, experiment,
and evaluate their experiment.
-The students will work together as a group to design and create the
experiment and video using IMovie.
-The students will think critically about the effect of soda on pennies and
how that relates to the effect soda has on people.
-The students will analyze the effects the different sodas had on the
pennies and how the students’ predictions matched up to the actual
outcome.
6. MEANINGFUL LEARNING
Active: This project is an example of active learning because the students are required to manipulate the
variable (the types of soda) and then observe the changes in the look and feel of the pennies. The
students are interacting with the materials, manipulating them, observing what happens, and
interpreting the results without a formal lesson or a teacher explaining what is happening.
Constructive: This project is an example of constructive learning because the students see results that
they do not expect. Most students do not know the power that soda has to clean tarnished pennies. As
the students observe the effects the soda has on the pennies, the students are trying to figure out a
puzzling experience and make sense of it. They have to change their mental model of what soda is
and does in order to fit with the new information that they gain through this experiment.
Cooperative: This project is an example of cooperative learning because the students work together in
small groups in order to do the experiment and create the video. The students also have the
opportunity to interact and learn from a sixth grade techonology buddy. The entire project is based on
the students working together, collaborating and sharing ideas. The students are all given both an
individual grade and a group grade.
Authentic: This project is an example of authentic learning for two reasons. First, the students are
following the scientific method which is used by adults both consciously and unconsciously all the
time. Second, the students are observing both the power and the harmful effects of soda. This is a
real-world example for them that hopefully will remind the students of the importance of healthy living
and smart food/drink choices.
7. FINAL PRODUCT
The final product for this project is a video created with IMovie. The written
narration will not be graded.
The video should include:
• a narration of the experiment
• the steps of the scientific method
• the outcome
• an evaluation of the results
• video footage of pennies and the changes to the pennies based on the type
of soda.
• the students’ hypotheses/ research about the effects of soda on people.
The students can get creative as to the design of their video, as long as the main
components are included.
8. TIMELINE OF ACTIVITIES
Day 1: The teacher will introduce the experiment. Students will make predictions about
the effects of soda on tarnished pennies. They will work together and discuss a plan
for setting up the experiment.
Day 2: The students will begin the experiment, taking notes of each step and what they
observe.
Day 3: The students will remove the pennies from the soda and make detailed
observations and recordings of their findings. They will discuss together what
happened and make guesses as to why it occurred.
Day 4: The students will research what caused the reaction with the pennies.
Days 5-6: The students will compile their notes and create a script to use for their video.
Days 7-9: The groups will work with their sixth grade technology buddies to shoot and
edit their videos on an Ipad, using their scripts as narration for the video.
Days 10-11: The groups will share their videos with the class.
I wasn’t originally sure if 3rd graders could handle Imovie, but I found a teacher blog talking about how she used IMovie with her third graders. It was pretty cool! With the right scaffolding, I think 3rd graders could do it.