Subject: Science-The Forest-Life in the Wild!
Grades 2-4
Developed by Kip Effman

Materials

     Computer meeting Program's requirements
     Eyewitness Encyclopedia of Nature
     Poster board, Markers, Scissors, Glue, etc.
     List of items needed to be selected and represented on poster

Objective
    Students will display on poster board a typical forest environment, including
appropriate flora & fauna.

Procedure

     Teacher will hand out list signifying general things that need to be represented on
     poster board. (i.e. 2 Things that crawl, 2 things that fly, 4 types of vegetation, etc.)
     Teacher will demonstrate how software works, how to appropriately select items,
     print them and display them on poster.
     Teacher will review what things are typically found in a forest.

Assessment
    Poster will be evaluated based upon the number of items correctly represented from the
list onto the poster board.
 

Lesson #2
Subject: Science-The forest animal
Grades 2-4
Developed by Kip Effman

Materials

     Computer meeting program's requirements
     Eyewitness Encyclopedia of Nature
     Pre generated sheet designating what topics need to be addressed in project

Objective
    Students will pick one creature to explore in depth from Lesson #1 (poster board
display).  A short presentation will follow the exploration to share the information with
the class.

Procedure

     Students will be given pre generated sheets with prompts to search for specific
     details of any 1 creature from Lesson #1.  Prompts may include dwelling, habitat,
     diet, predators, life span)
     >From these prompts students will research their creature and be asked to give a
     short presentation of the information for the class.

Assessment
    Students will be evaluated based upon the completeness and accuracy of their sheet as
well as their ability to convey information to the class in a presentation format.
 

Lesson Plan #1 (Using PowerPoint Presentation Software)
Subject Matter for the lesson: Introductory Chemistry
Grade Level(s) for the lesson: Middle School - Early High School
Developed by: Angela Gouthro
Time Limit: 2 forty-minute classes, as well as outside class preparation

Objectives:
-The student will be able to become familiar with the Periodic Table of the
Elements;
-The student will be able to improve their research skills;
-The student will be able to organize and present information in a logical,
creative format;
-The student will be able to become familiar with Microsoft PowerPoint;
-The student will be able to learn to work cooperatively;
-The student will be able to become comfortable making presentations in
class.

Anticipatory Set:
-The teacher will introduce the Periodic Table, and give a brief history of
the organization of the elements.  The teacher will also emphasize that the
students are not expected to memorize the entire chart, but rather to become
familiar with the table over time.

-The teacher will present his/her material regarding the history of the
Periodic Table using PowerPoint presentation software.

Teaching:
Input:
-The teacher will divide the students into groups of two or three students.
The teacher will inform the students that they will be required to produce
an "element brochure/advertisement" describing the various characteristics
of the element.  This is to be done using PowerPoint presentation software.
The final product will be presented to the class;

-Each group should choose an element (the teacher can place choices on
pieces of paper,and each group could select one).

Modeling/Check for Understanding:
-The teacher will introduce PowerPoint by leading students through basic
steps of how to present information using this type of software.  This
tutorial should be presented in a step-by-step format, and hand-outs should
be provided for the students.

Guided Practice/Monitoring:
-The students can research their element using encyclopedias, science
textbooks, and/or the Internet;

-The teacher should direct the students' research by providing them with
guidelines, such as the following:
        -Who discovered the element?
        -When was this element discovered?
        -How was the element named?
        -What is its atomic mass? Atomic number?
        -What is its natural state?
        -What is its melting point? Boiling point?
        -What group does it belong to in the Periodic Table?
        -What are some of its characteristics? (For example, color,
         odor, toxicity, etc.)
        -What are some interesting facts about your element?

-After researching their element, the students should decide the manner in
which they will present their element using PowerPoint.  They should
organize their data in a clear and concise format.  The teacher may want to
set a minimum of ten slides per presentation.  A time frame for each group
should also be provided.  The teacher should also emphasize that the
presentations should be as creative as possible, and the element should be
presented as a "brochure" or "advertisement."

-Each presentation should also include an electron shell diagram, and the
number of electrons in each shell around the nucleus.

Checking for Understanding:
-Each group will present their element to the class.  The students are
responsible to take notes on each other's element, as they will be
responsible for knowing key characteristics of the elements chosen.

-A rubric should be designed for the teacher, with guidelines for an
effective presentation.

Closure:

-When the presentations have been completed, the teacher can create a
"scavenger hunt" based on the information that students presented (for
example, "I am an element that has 27 electrons in its orbital diagram," or
"I am used in swimming pools to keep out bacteria.") This encourages the
students to review the information presented, and to become familiar with
the Periodic Table.

Subject: Science - oil spills
Developed By: Jackie Botteon
Grade: 5-7

Materials:

Time Life Multimedia Almanc

Objective:

-students will use this introduction to help create a story describing the Exxon Valdez accident

-Rubric designed to detail the expectations of the final project

Procedure:

-explain to students that this is an introduction to the Exxon Valdez accident and

will be the beginning of their research on the oil spill

-explain and review the rubric

-students will review the narrated video on the CD-Rom

Assessment:

-after viewing the video several times, the students will write at least 5 questions

they have on the accident and would like to answer in their final story project

Subject: Science- Rain Forest People
Grade Level: 6
Developed by: Jackie Botteon

Materials:

-computer & printer

-Rain Forest Explorer CD-Rom

-large white paper for each student (for poster)

-items needed to help create poster (markers, colored pencils, rulers, etc.)

-a checklist of what students are to include in their poster, such as the name of the people, where and how
they live, food, daily activities, etc. Be sure to include

neatness as part of the list

Objective:

-Students will identify a typical day in the life of a native of the Rain Forest

-Students will create a poster to display in the classroom

Procedure:

-teacher will give students a brief overview of the use of the software

-students will independently use the software, print and review material which will

help them complete their poster project

Assessment:

-evaluate the posters created based the list given
 
 

Lesson # 5

Subject Matter: Science/Rain Forest Animals

Grade:6

Developed By: Jackie Botteon

Materials:

-Rain Forest Explorer CD-Rom

-computer/printer

-a note taking outline for each student which identifies the information the students are
required to complete, such has animal habitat, food, enemies, threats, etc.

Objectives:

-students will create a book based on animals of the rainforest as a class project

-students will write a description of each animal using their completed outline and

include a graphic of the animal for the program, or a hand drawing

-each student will choose and write about 2 Rain Forest Animals

Procedure:

-using Rain Forest Explorer, students will locate Animals of the Rain Forest

-students will complete their outlines

Assessment:

Evaluate each students writing based on the completion of the outlines, the writing, and
picture.

Subject Matter: Mathematics/Science

Grade Level: 9 to 12

Developed by Joan Locklin

Previous work has been with formulas dealing with circles.

   1.Learning Objectives: 1) To use Internet for finding specific information 2) To discover
     Patterns in Mathematics
   2.Materials: PC, Netscape Communicator, worksheets with questions
   3.Explain how strategy works: use Internet: Netscape; Open Bookmark; News and Sports;
     Click on ABC News.com, find Technology on left, Locate ANSWER GEEK [pick topic on
     360º, read, and write a summary so you can explain it to the class and answer the 4 questions:
     Why circles have 360º? Why is the number 360 used even today? Where else is 360 used?
     What is the pattern?]
   4.Model the strategy: use the computer to demonstrate the process.
   5.Check for understanding: one student writes steps on chalkboard while others try finding
     information on Internet.
   6.Provide independent practice: give out list of other topics related to math; see if each student
     can find the specific information. Ask each student to demonstrate his/her methods [transfer of
     knowledge].
   7.Assess results: Listen, watch, discuss information; Ultimate Results: do the scores on the
     science/math practice tests improve?

 Lesson Plan #2

Subject Matter: Earth Science

Grade Level: 9 to 12

Developed by Joan Locklin

   1.Learning Objectives: 1) To use Internet 2) To build vocabulary 3) To increase knowledge of
     fossils
   2.Materials: PC, Netscape, worksheets
   3.Explain Strategy: use the Internet to visit a museum, learn about fossils, find information in the
     Fossil Encyclopedia, and Paleontology Resources.
   4.Model Strategy: Go to Netscape, type in location box URL:
     http://tyrrell.magtech.ab.ca/home.html

     Find the Royal Terrell Museum in Alberta, Canada.

   5.Check for Understanding: Ask if everyone has found site. Encourage students to explore and
     find different places.
   6.Independent Study: worksheets have questions on vocabulary, animal characteristics, and
     museum activities.
   7.Assess results: collect worksheets and correct.

Lesson Plan #3

Subject Matter: Biology: Cell

Grade Level: 9 to 12

Developed by Joan Locklin

   1.Learning Objectives: 1)To use Internet, 2) To see examples of Mitosis, Meiosis, cell cycles,
     3) To study the Science Method,4) To use WordPad
   2.Materials: PC, Netscape, Worksheets
   3.Explain Strategy: Go to Netscape, type in location box URL:

     http://www.biology.arizonia.edu/cell_bio/cell_bio.html

     There are 4 areas to study. Select one and take notes.

     1) Studying Cells [introduction to the cell as fundamental unit of life]

     2) Scientific Method

     3) The Cell Cycle & Mitosis [understanding cell cycle and mitosis - division of duplicated
     identical daughter cells]

     4) Meiosis [understand the events that occur in process of meiosis]

   4.Model Strategy: Show how to use WordPad to take notes while viewing the computer
     screen. Teach how to Save As on floppy disk, and Print.
   5.Check for Understanding: Read students’ notes; help students improve their note
     taking skills.
   6.Independent Study: Allow time for studying material on computers and to complete computer
     worksheets.
   7.Assess results: Collect and grade worksheets; discuss note taking with students.
 

Lesson Plan #4

Subject Matter: Physics: Electricity

Grade Level: 9 to 12

Developed by Joan Locklin

   1.Learning Objectives: 1) To use Internet, 2) To compare static to current electricity, 3) To gain
     background
   2.Materials: PC, Netscape, Worksheets
   3.Explain Strategy: Explain how to save on Bookmark and use History to return to previous
     site.
   4.Model Strategy: Go to Netscape, type in location box URL:
     http://www.mos.org/sln/toe/toe.html Theater of Electricity; Save on Bookmark; Select and
     Read: History, Franklin's kite experiment, Tesla Coils, Touching Lightning and
     Lightning.
   5.Check for Understanding: Ask students to close down computer to home page. Ask students
     to return to Theater Electricity by using History or Bookmark.
   6.Independent Study: Complete worksheet with writing topic: Compare Static and Current
     Electricity.
   7.Assess results: Observe students as they enter and exit Internet; read students' writing

Lesson Plan - (Solar System) Research Project developed by Lena Rossi

OBJECTIVE:
    1.  The student will improve his/her research skills.
    2.  The student will gain a better understanding of a specific topic.
    3.  The child will learn to access information on the computer and use it for a report.

TIME:  Week-long project

MATERIALS:  Computer, research database such as Encarta96 Encyclopedia

ROLE OF THE TEACHER:  To guide the students through the process of picking their
small group topic, and then researching it on the computer.  The teacher will be
available to help the students when necessary but child exploration of the topic is the
goal.

PROCEDURE:  The teacher will teach small groups of students how to use the research
database - once this is learned students will use the computer in small groups to
research their topic.  Once the research has been found and compiled - each group will
give a brief presentation of their topic.

CLOSURE:  The teacher will discuss with each group how the process of doing their
research went - were there any major problems?  what would have worked better?  did
they discover anything amazing?  And then the entire class will come together after the
presentations to discuss the difference between book research and computer research.

Six Science Lessons developed by John Walters, Jr.
A).
 Students: 11th Graders
 Subject: Chemistry
 Objective: Provide students with the basic physical properties of of
gases and their relationship to heat and pressure. Ideal Gas Law [pv =
nRT]
Materials:  -Computer with overhead display
                   -Software program; Physics Collision 1.1a
                   -Chemistry text
Plan:    Upon completion of each section of chapter on gases, students
will be provided with an animated overhead display related to material
covered in each section.

B).
Students: 12 graders
Subject: Physics
Objective: Provide students with the fundamentals of Newtonism and
Relativism through a model of our solar system.
Materials: -Computer with over head display
                   -Software program Orbital 2.1
                   -Physics text
Plan: After orally symplyfing the terms and concepts on Newtons Laws of
Motion, I will provide the students with an animated overhead display of
the planets with our solar system. Through the solar system model,
relate Newtonism and Relativism.

C.)
Students: 12 graders
Subject: Physics Lab
Objective: Provide students with an understanding of vectors with
respect to velocity and acceleration.
Materials: -Computers in Computer Lab
                   -16 Lab exercises; 8 on velocity, 8 on acceleration
                   -Software Vector Jockey for Windows 95
Plan: Provide students with lab exercises that would test their ability
to analyze and respond to the questions asked. Also, systematically
check each students progress to see if he/she perceives what the
animated program is displaying.

D.)
Students: 9th grade

Subject: Physical Earth Science Lab
Objective: Introduce Students to a reference source for unit conversions

Materials: - Lists of measurement problems
                   -Lists of conversion tables
Plan: Introduce students to a wide variety of problems to which unit
conversions are mandatory for completion.Teacher students algebra
manipulations for solution identities. Lastly, asign a homework
asignment that would test their ability to use converion tables.

E.)
Students: 9th graders
Subject: Physical Earth Science Lab
Objective: Teach students excel and it intergration into text for better
presentation of lab reports.
Materials: -Computers in computer lab
                   -Excel program
                   -Excel walkthrough exercises
Plan: Display text documents(excel intergrated) on over head projection,
requiring students to match displays. Hopefully, the lab exercises will
reinforce skills.

F.)
Students:  9th Grader
Subject: Physical Earth Science
Objective: Allow students to become familiar with Photo Finish Software.

Materials:     -Computers in computer Lab
                       -Photo Finish 4.0 Program
Plan:  Have students transfer pictures to disk. Then have students
redesign or augment pictures through Photo Finish 4.0 software.

Kim Collins
Title: All About Whales
Grade Level: Lesson plan for sixth graders

Objective: Children will be given a brief overview pertaining to
whales.  After choosing a particular whale, they will need to research,
using library materials.  They then will need to create their own
crossword puzzle, then exchange their work with another student.  Each
student will need to complete a different crossword puzzle, rather than
their own.

Teacher Assumptions:  Students will get a better understanding of
whales.  They will improve their library researching skills along with
interacting with fellow classmates.  They will also have access to a
computer which will aid in their computer skills, as well as their
typing.

Materials:
-library researching materials
-class notes
-graph paper
-computer

Procedure:
1. Students will listen to lectures, videos, class discussions about
whales.
2. Students will further research a specific whale of his/her choice
during designated class time, along with spare time as well.
3. Students will need to combine research with class notes and make a
rough draft of a crossword puzzle, using graph paper.    They need to
use lined paper for the answer and question key.  (25 questions)
4. Rough draft is to be handed in for corrections.(to make sure the
answers match to each question)
5. During designated class time, students will have access to a computer
to be able to type out the final crossword puzzle.
6. When finnished, crossword puzzles need to be traded amongst the
students.
7. Each student will need to complete a crossword puzzle, one that is
different from their own, and hand it in for a quiz grade.

Author: Kelly Moon
Title: Temperature Change
Grade Level: 6th grade mathematics and science
Date: February 19, 1999
Objective: Given a daily newspaper for two weeks, the students will be able to graph
the temperature change as well as calculate the average temperature.
Teacher Assumptions:
1. Students have learned how to average numbers.
2. Students have learned how to set up a graph in order to display data visually.
Materials:
1. Two weeks of daily newspapers containing a weather section
2. White, lined paper
3. Graph paper
Procedure:
1. The students will look at the high and low temperatures from the previous day and
record them on the lined paper in any form they feel comfortable with so that they
will be able to apply this data at another time.
2. Each student is to set up graph paper with the days of the week on the x-axis and a
range of temperatures on the y-axis in increments of two degrees beginning and
ending where they want.
3. The student will now transfer their temperature information to the graph paper.
4. After two weeks of graphing the temperatures, the students will calculate the
difference between the high and low temperatures.
5. The students will also calculate the average high temperature and the average low
temperature.  They will find the averages by adding all of the high temperatures
together and then dividing by the number of days they recorded temperatures for.
They will follow the same procedure for finding the average low temperature.
Assessment: Students will be assessed on their knowledge through the outcome of
their graphs and results of calculations.
Closure: As a class, we will review the methods in which they used for their
calculations. We will discuss the outcome and how the graphs may look of we lived
in a different part of the country or world.

Author: Kelly Moon
Title: Science and Technology Timeline
Grade: 7th
Date:03/09/99
Objectives:
The students will be able to:
    1. Identify the time frame he/she can use--date of birth to current year
    2. Reseach events of interest that are scientifically or technologically related.
    3. Select two events for the yera of his/her choice and write a brief discription of it
on an index      card.
    4. Create a timeline of the events.
Resources: pencil, index cards, internet access, posterboard
Procedure:
1. The class will divide into groups of 2-4 students per group and decide on a
timeline framework.
2. The students will then access the internet searching for events that occured during
these years.
3. They will recordd these findings on the index cards provided.
4. The students will create their own event timeline on posterboard.
Closure: The students will share and compare the events they found to be important.

GRADE LEVEL: 8th
TOPIC: Animals of the Rain forest
Lesson developed by Jennifer Collucci

ASSIGNMENT:
Each student will pick one animal found in the rain forest and write a
research paper on their selection.  The paper will be required to be 6
to 8 pages in length, typed, double-spaced with a 12 point type.  In the
bibliography the student must cite at least 3 reliable web sites from
which they were able to get information from.  The research paper should
include information about the animals habitat, population, and any
survival mechanisms that it may possess.

OBJECTIVE:
The purpose of this assignment is to get the students to learn to
appreciate the Rain forests and the animals that make it such a valuable
resource.  This paper should also get the students to become more
comfortable with the research process, specifically with using the
Internet to access information.  Hopefully, the students will acquire
skills that will help them to navigate the Internet for any future
research projects.

Objectives:

Given the requirement of citing at least three web sites in their papers
bibliographies, the students must cite at least three web sites.

Given the requirement that the paper must be at least 6-8 pages long,
the students must hand in a paper that is at least 6 pages long.

Given that the instructions specifically ask for information regarding
the animals habitat, survival mechanisms and population, the student
should provide information regarding all three topics in their paper.

PROVIDED RESOURCES:
1. class science textbook
2. the Internet
3. My collection of CD-ROMS
4. time allotted during class to work on the computers
5. library resources

EXTRA CREDIT:
 A student will be able to receive extra credit if they choose to make a
visual representation of their animals or of the animals habitat.

Lesson plan for middle level science developed by Nicole Monter:

In order for students to gain a better understanding of the environment
around them they will be asked to use the internet to look up research
on Tornadoes.

Objectives: -Students will gain a better understanding of weather, the
environment around them, and a particular weather phenomena - tornadoes.

See http://www.easternct.edu/depts/edu/textbooks/tornadoes.html for an electronic textbook on this topic.

                 -Students will gain a better understanding of physics
by gaining further knowledge about the mechanics of tornadoes.
                 -Students will gain a better understanding of the
impact the weather and the environment have on people.
                 -Students will have a chance to practice using the
Internet while doing their research.

Procedure: -Students will be asked pick a specific aspect about
tornadoes, and to use the internet to search for information on their topic.
                -Much of the students internet research will be
conducted in the class room under teacher supervision in order to guarantee the
students understand how to use the technology properly.
                -The students will be asked to write a brief three page
paper on their subject area.  The paper must be typed, 12 pt, double spaced
with one inch margins.
                 This will give the student the opportunity to practice
using a word processor.
                -The student must complete a visual project about their
topic.  The information  they use for the project can come from the internet.
They will be asked to present the topic to the entire class.

Assessment: This activity will give the student to improve their skills
as a student as well as gain further knowledge about science.  They will
be graded on their paper, their project, the presentation of the
project, and overall participation in the activity.

Lesson Plan Two:

Objective: Students will be asked to participate in a series of
experiments concerning weather in their community.  This will help them gain
further knowledge about weather and science in general.  They will be
asked to enter all data collected into a statistics program on the
computer.  This will give them the opportunity to practice their computer skills.

See http://www.easternct.edu/depts/edu/textbooks/elnino.html for an electronic textbook on this topic.

Procedure: -The class will collect data on temperature, precipitation,
and cloud cover over a period of time on the school grounds.
                  -The students will be asked to enter the data into a statistical database.
                  -The students will use the database to help organize the data for future analysis.
                  -The students will be asked to analyze the data and
draw conclusions about the weather in their area.
                   -Students will be asked to write a brief paper on their conclusions.

Assessment: Students will be graded on their involvement in the data
collection, their ability to enter and analyze the data entered in the
database, and their papers.

MICROBIOLOGY LESSON PLANS - 2 DAYS
developed by LAURA R. McMAHON

LESSON 1

PURPOSE:  The student will be able to discuss at length the
charateristics and differences of prokaryotes and eukaryotes. This
includes labeling diagrams of each type of cell.

RESOURCES:   lecture material, computer access, handouts
TEACHING STRATEGY:  Distribute handouts, and use diagrams found in the
Microbiology I Computer Program.
INSTRUCTION:  Lecture on cell stucture, building blocks, and components
of cells.  Use the computer program for enhancement of labelling
diagrams and explaination of the cell components.
INDEPENDENT STUDY:  Students should be able to label the  "blank"
prokaryotic and eukaryotic cells in the computer program.
STUDENT EVALUATION: Quiz on material.
 

LESSON 2

PURPOSE:  The student should be able to discuss and comprehend the 2
main types of prokaryotic cells with examples of each. After observing a
lab procedure of Gram staining, the student will complete a lab report
and use the Management Scientist program to record the results.

TEACHING STRATEGY:  Lecture material, performance of Gram staining.
INSTRUCTION:  Lecture on archaebacteria (old bacteria) and Eubacteria
(modern bacteria), Gram positive, Gram negative, and Acid fast
bacteria.  An experiment on Gram staining will be performed.
INDEPENDENT STUDY:  The student will complete a laboratory report using
Management Scientist.
STUDENT EVALUATION: The student will be graded on the lab report.

Math/Science  developed by Scott Magnano

Grade Level: Middle School/High School

Goals and Objectives: The goal of this activity is to observe the
relationship between temperature and
humidity.  From looking at the graphs of the temperature and humidity,
the students
will determine that the two graphs are inversely proportional.

Materials: Weekly weather plot of temperature and humidity percentage of
Boulder, Colorado (from Internet);  Microsoft Word; NCSA Mosaic.

How to Access Data: Data can be retrieved by using the software NCSA
Mosaic at the Universal
Resource Locator (URL). The address for the data set is given in the
assessment activity below.

What Data Set Consists of: This data set consists of two curves of the
flow of the temperature
and the percent humidity for the past seven days at Boulder, Colorado.
The temperature is given in
Celsius.

How to Use: This data set can be used by having students visually see
the relationship between
temperature and humidity. The students can study the two curves and
formulate a relationship
between them.

Activity:

This is the equation for humidity in the air:

% humidity = (dew point(F)/temperature(F)) * 100, where dew point is the
temperature that water condenses out of the air. For the following
questions, assume that dew point fluctuates very little throughout the
day.

Some questions to consider in groups
1. What happens to the temperature in the evening hours?

2. Would there be a high percentage of humidity in the air? Why or why
not?

3. When is it usually the warmest time of the day?

4. Is humidity percentage high or low during this time of the day?
Explain your answer.

5. Describe what you think happens to humidity throughout the day, from
midnight to midnight.

We can use NCAR (National Center for Atmospheric Research) on the
Internet and
look at the weekly plot of the temperature and humidity in Boulder,
Colorado.
The first plot shows the temperature (in Celsius) of the past seven
days. Each vertical line is midnight
of the following day. The second plot shows the humidity percentage of
the past seven days.

To access this data set, use the software NCSA Mosaic or any other WWW
browser at the
Universal Resource Locator (URL)
address- http://www.atd.ucar.edu/weather/weekly_plot.html

Click on the boxes shown in order to see the weekly weather plots.

6. Describe the temperature for the past seven days (i.e., was it
exceptionally warm? cool?). Explain
how the temperature varied from day to day?

7. Were there any dramatic changes in the temperature throughout the
week?

8. Describe the humidity for the past seven days (i.e., was it
exceptionally high? low?). Explain how
the humidity varied from day to day?

9. Look at the temperature curve during one day and the humidity curve
during the same day. What
is the relationship between the two curves?
 
 

two lessons developed by Gerry Garcia Jr.

Lesson Plan #1

Title: Whither the Winter of Turtle and Beaver

Subject(s): Science/Language Arts/Classroom Technology

Lesson Objectives:

Perform a puppet show comparing the wintering strategies of Turtle,
Beaver, a red-winged blackbird, a honeybee and a cricket. Compare
the wintering strategies of cold-blooded animals, active warm-blooded
animals, migrating birds and insects.

Teacher Assumptions:

  1.That the students know what a turtle, beaver, red-winged
     blackbird, honeybee and cricket are.
  2.That the students know what typical winter weather is.
  3.That the students know what hibernation and migration are.
  4.That the students know that animals are categorized using two
     different blood types.

Materials:

     Paper, markers, crayons, glue, tape
     Pictures of each animal for children to use as models for puppets
     Felt-tipped pens, scissors, pencils
     Cardboard, table, a blue blanket to act as stage

     Props for set: cattails, beaver lodge, lily pads
     Script to "Whither The Winter of Turtle and Beaver."
     Personal Computer with Microsoft Bookshelf or Encarta
     Encyclopedia

Procedure:

Before having the students choose an animal or begin designing their
puppets, I will have them use the classroom PC and use Microsoft
Bookshelf or Encarta Encyclopedia to research some information on
the animals that we will be discussing and performing. Next I will have
the children prepare puppets on a stick of a turtle, beaver, red-winged
blackbird, cricket and honeybee. Make a few props suggesting a pond,
such as cattail, water lily and beaver lodge. Set up a stage using props
and a blue blanket or bedspread for the water. Practice and then
perform the puppet show with the children. Encourage the puppeteers
to adopt voices that they think their animals would sound like.

Assessment:

  1.The teacher will observe the students and make sure all are
     actively participating in the performance of "Whither The Winter Of
     Turtle And Beaver".
  2.The teacher will walk around and make sure all students are using
     the props properly and not interfering with all of the puppeteers.
  3.The teacher will collect the students work for evaluation of:

     Understanding of winter weather
     Understanding of hibernation and migration
     Understanding of animal blood types

Lesson Plan #2

Title: Habitat Sweet Habitat

Subject(s): Science/Math/Classroom Technology

Lesson Objectives:

Understand that all animals have basic survival needs of food, water,
oxygen and shelter. Realize that each animal’s specific
requirements of food, water, oxygen and shelter are different from
those of other animals. Understand that animals often change their
environments as they meet their survival needs.

Materials:

     For each pair of students one 18-inch square board, one piece of
     plastic of similar dimensions
     Pile of small sticks, clay, pipe cleaners, scissors, toothpicks,
     water, pencils
     Cardboard, construction paper, pints, paintbrushes, handouts,
     paper
     School Computer Lab that has PC’s with Encarta
     Encyclopedia

Teacher Assumptions:

  1.That the students have had a lesson on any animal’s
     survival needs.
  2.That they know that the animal’s survival needs are similar
     to humans.
  3.That they have an understanding of the word environment.

Procedure:

Divide the group into pairs. We will take a trip down to the
school’s computer lab and the pairs will sit and work together
at one station. While at these stations, they will use Encarta
Encyclopedia and do some research on the survival needs of different
animals in different environments. Upon returning to the classroom, I
will give each pair a board, pile of small sticks, piece of plastic and lots
of clay. Have other materials available in a common area. Each pair
will use the clay to create three sides of the perimeter of a beaver
pond. Have them paint in a place where a "stream" flows out of the
pond on the fourth (open) side. A dam will then be built across the
stream using clay and sticks. The pond should now consist of a
complete basin capable of being a "pond." Have the children line the
pond with plastic, tucking the edges into the top of the clay banks and
dam to hide and secure the plastic so that water cannot leak out. Now,
have them build a beaver lodge of sticks and clay in the middle of the
pond.  Have the students use their imaginations to create beavers,
turtles, lily pads and lilies, cattails, logs, dragonflies and any other
plants, animals and parts of the habitat that the children think of. As
you watch them creating, talk about what each animal needs to live
and where it would be found in the beaver pond. When the projects are
completed, fill the ponds with water to a reasonable level, being sure
that the top of the lodge is sticking out above the surface of the water,
but that the entryways to the lodge are submerged.  Once they have
completed their projects, have each pair share and describe the
habitat and how each animal meets its needs there for food, water,
oxygen and shelter.  Ask the children to describe how the beaver
changes the habitat when it builds its dam and floods the area,
creating pond. Ask them to think of other animals that change their
environments by the ways they eat, burrow, build or engage in other
activities.

Assessment:

  1.The teacher will observe the students and make sure all are
     actively participating in the construction of their beaver habitat.
  2.The teacher will make sure all students are using the materials
     properly and not interfering with the other students.
  3.The teacher will collect the students work for evaluation of:

     Understanding of animal survival needs & methods.
     Understanding of the different changes that an animal can make
     on an environment.

Closure:

Take a trip to a local pond, stream, or park that has signs of a beaver
population. Here you will make the connections from the activity in
class to what really happens in the surrounding environments. If
possible, you can take the class to an area where you can show the
students a beaver habitat that is being used and a beaver habitat that
has been vacated. You will show the students how the two habitats
have affected the environment it is in.
 

LESSON TITLE: Witchcraft and Chemistry Misconceptions
AUTHOR: Max Echevarria with some examples provided by Dr. Bowman
ROLE OF TEACHER: Instructor
TIME NEEDED: 1 class period mini-lesson meant to be done in conjunction with Witchcraft Lesson

Teacher Assumptions:
1. Students will have had some knowledge of Lab Safety.
2. Students will have had some knowledge of basic Chemistry.

PURPOSE: The students will be able to use the information given to help them understand how chemical reaction between common house hold products of the time could have helped support some misconceptions about witchcraft.  They will be able to use this lesson to help them discredit or validate some of the possible evidence that is brought to the Salem Mock Trial.

OBJECTIVES: Students will be able to orally and visually:
1. Be able to tell the teacher why some household products react.
2. Be able to give examples of products in modern day that react together.
3. Be able to explain why this might support the Puritans misconceptions of Witchcraft.

RESOURCES/MATERIALS:
Teacher will provide:    Students will bring:

Goggles, Beakers, Lab Aprons  Pencil/Pen
Test Tubes, Test Tube Racks   Paper
Washing Soda, Cabbage Juice
Cold Water, Corn Starch, as well
Any such household materials of
the times and Lab Safety Packet

PROCEDURES:
1. The teacher will read Humbug Witch to start the lesson and explain how different thing can have chemical reactions with each other.
2. Explanation of the lesson and pass out Periodic Tables to students pointing out most reactive elements.
3. Safety Packet on lab safety will be passed out along with Lab equipment.
4. Students will be divided into groups of 2-3.
5. Students will proceed to perform experiments. (i.e. Washing Soda with Vinegar, Washing soda with Cabbage Juice, Cold Water and Starch) Students will note reactions on paper.
6. The teacher will give a simplified reason why these things reacted using the periodic table.
7. A discussion on why these reactions could be misconstrued as witchcraft will ensue.

CLOSURE: This lesson is meant to work in conjunction with the witchcraft lesson.  This lesson is to be used to expose the students to chemistry and the chemical reactions that take place along with common household goods.  It will also help to support or discredit evidence during the witch mock trial if the students wish to use it.

ASSESSMENT: Students will be assessed on how they use this information in the mock trial.  They will also be assessed on the discussion and the examples they provide with regards to common household goods' chemical reactions.
 

Title: Collecting Weather Data developed by Joan Banning
Curriculum: Science and Technology
Grade Level: 8th
Time Needed: One 50 minute class.

Entry Level: Students have been learning about weather in class and its' affect on the land. Students have learned about the important role that temperature and rainfall has on crop production.
Objectives: Students will:
 -collect weather data.
 -use technology, such as; the internet to gather data.

Materials: Reserved time in the Computer Lab, paper and pencil, graph paper.
 Websites: enso.unl.edu/hdme/enigma/dustbowl/no.1 1930s/htm
  enso.unl. edu/hdme/climate/palmer/pdsihist.htm

Procedures:
 1. Divide students into small groups.
 2. Students will be assigned or choose states to gather weather data on.
 3. Students will explore the websites provided to gather weather data for their states.
 4. Students are to collect either the average yearly temperature and rainfall for their state during the decade of the Dust Bowl or the monthly averages for a given period of the Dust Bowl. ex. Monthly averages for two years.

Assessment: Will be an informal assessment by the teacher observing the students participation and if they stayed on task.

Closure: This data will be used for the next lesson where students will use bar or line graphs to record their data.
 

Hurricane Lesson developed by Blaik Doucette

Connections with the Curriculum:  ***
History, Language Arts, Mathematics, Science

Theme:
Hurricanes

Grade Range:  ***
Grades 4-8, but could be adapted to any level.

Time:  ***
15 minutes to a full day or week depending on the details being covered.

Purpose:
Students will use technology, mental mapping, and journal writing to develop a better understanding of the storms we call Hurricanes.

Objectives:
Students will be able to:
(1) demonstrate better understanding of the Internet and it’s search options.
(2) posses greater knowledge on the subject of hurricanes.
(3) describe/share the information they found both in class, and in their journals.

New vocabulary:  ***
tropical cyclone, tropical wave, tropical disturbance,
tropical depression, tropical storm, hurricane, tropical storm watch, tropical storm warning, hurricane watch, hurricane warning, storm surge, flash flood, flash flood warning, flash flood watch, cyclone, the eye

Materials:
? Science journals
? Computers with Internet capabilities (preferably no more than two students to a computer, this way there is a greater amount of information coming back to the class for discussion)

Procedure:
? Ask the students what they know about hurricanes
? Have the students write what they know in their journals.  Give them about three minutes to do this.
? Now ask the students to write three things that they want to learn about hurricanes in their journals.
? With these questions in mind have the students use the Internet to search for the answers to their question.
? Students are not require to find the answers to all of their questions.
? They should end their search with at least three things that they learned written in their journals.
? Have the students share their findings with the class.

Discussion:
The students should be discussing what they found.
While the discussion is taking place have a student volunteer to write down everyone’s findings.
Questions to help guide a discussion:

Assessment:
In class assessment will be based on task orientation, participation in class, and behavior.  If their are students not on task a written homework assignment should be assigned where the students write what they have learned from the discussion about hurricanes.  These essays should reflect the class’s findings.  If further assessment is still needed quiz the students using the list of facts taken form the class discussion.

________________________________________________________________________

***Teacher notes

Like any lesson plan there are so many different approaches that a teacher could take.  Due to the time constraint I could not cover all of the curriculum areas that I listed however, I listed them because they are all areas that I feel this topic stretches into.  It would be very possible to make this into a small unit covering many areas.  It fits into the following:
 History
      -Historical Thinking
      -Human Environment Education
      -Economic Systems
 Language Arts
      -Reading and Responding
      -Applying English Language Conventions
      -Producing Texts
      -Exploring and Responding to Texts
 Mathematics
      -Estimation and Approximation
      -Ratios, Proportions and Percents
      -Spatial Relationships, Geometry
      -Probability and Statistics
 Science
      -History of Science
      -Water
      -The Earth
      -The Earth’s Atmosphere
      -Science and Technology

This lesson could be adapted for K-12.  The younger grades obviously need more guidance, while older could do extra out of school research.

I added the new vocabulary so students that need a little of direction could have it.  My guess is that no student knows the difference between storm watches and storm warnings.  This will just give the student a place to start.

In the procedure I said the student was to search the web.  Ideally I want them to come out with fun new facts to share with the class, not necessarily the answers to their questions.  Their questions will be answered through good class discussion.  Students should not spent all of their time searching for answers, they should spend it reading and assorting new information that they will share with the class.
 

Regional Temperature Lesson Plan developed by Ramin Sadr

The student will learn how to collect and manipulate average temperatures for a given location, preferably their hometown, and use graphical means in order to make such data easier to understand.

Procedure:

Students will be asked to look up, or will be given, the average daily temperature for a given region over a period of one month.  Such data will be recorded in a Microsoft Excel spreadsheet.  At the end of the data column, an average temperature for the entire month will be computed.

Using the given data and Microsoft Excel chart options, students will be asked to create various charts.  A bar chart will be designed to show the rise and fall of the daily temperature as the days go by.  A pie chart will be constructed which breaks up the temperature spread in 10° intervals (i.e. 20s, 30s, etc.).  Similar to the bar chart, a line chart will also be used.

Finally students will be given average temperatures for other months and using their line chart will try to correctly predict the approximate temperature on a given day of that particular month.

Objective:

To familiarize the student with the Solar System using research and information obtained from the World Wide Web.

Procedure:

Break students up into 10 groups.  Each group will be assigned one of the planets from the Solar System or the Sun.  Groups will be asked to do some research on the web, using a search engine, for their assignment.  Groups will be asked to find at least 3 sites relevant to their assignment which such information as mass, composition, volume, distance from the Sun, number of moons and other distinctive physical features.

Once all of such tasks are completed, students will be asked to review their sites and cut and paste as much as one full page of information and graphics, while citing the source for each one.  Groups may also be asked to do a short presentation on their findings.

All information will be collected and printed for everyone’s general review.  If possible, the instructor can create a web page containing all of such findings, inform students of it and create a link from the school’s main page to it, while acknowledging the different teams involved for each section of it.
 

A Science Lesson developed by Karen Wright
Topic: Growth rate of seeds.
Grade: 5

 Objective:
To discover how soil affects the rate of germination.
To record data and form charts.

 Materials:
Clear plastic cups.
Paper towels.
Seeds.
Water
Potting soil.
Computer with database software.

 Procedure:
The teacher will begin by asking the students what makes seeds grow faster,
dirt or water? Once she has received the responses she will then tell them
that they are going to perform a test to determine which answer is correct.
The students will be told that they are going to prepare a database which
will be used to enter results.

 The students will begin the experiment by planting the seeds. Each student
will be 3 plastic cups. In the first cup they will be instrcuted to pour 1/2
inch of water in the bottom of one of the plastic cups. Then they are to
wrap the paper towel around the middle of another plastic cup. Once that is
complete they are to slip the cup with the paper towel into the cup with the
water. The towel will absorb the water.

 Next the students will insert two seeds against the towel so they show
through the outside of the cup. The cups will be set in a warm location,
away from direct sunlight. The teacher will then instruct the students to
take another sup and fill it with potting soil. They should plant the
remaining two seeds, and water it lightly.

 The students will then be instructed how to use the database in order to
record their results and form their charts.

 The students will be told to check their plants daily and record the number
of days it takes to germination to occur with dirt and without dirt.

 Once the students have collected all their data. the database will be used to
determine the average nimber of days for both varieties and then compare the
results and form an opinion. This can also be continued by adding to the
database by changing the variables, such as the amount of light, water, and
air.

 Assessment:
The teacher will monitor the database for input.

 Closure:
The students will discuss the results of this experiment.
The students will also be given the internet address for nature education.
 
 

A Science Lesson developed by Karen Wright
Topic: Insects

 Objective:
To learn about the parts and functions of an insect's body.
To understand how scientist classify insects into orders.
To create an insect whose characteristics are similar to real insects.
Write a descriptive paragraph which demonstrates content learned.

 Materials:
Computers and printers
Multimedia CD Rom encyclopedia
Movies about insects.

 Procedure:
The teacher will begin this lesson by explaining to the students that they
will begin the study of insects. She has the students note that there are
different types of insects. Students will be told that they will be using
the CD Rom Encyclodpedia to expand their content knowledge. Students can
access the various articles referencing insects which will be in addition to
the information which will be handed out.
The students, after reading about their insect, will need to determine what
orderr the insect begins to. The teacher will instruct the students to make a
sketch the insect's shape and features. This information is based on the
information that they have learned.
The students will then be instructed to describe the characteristics of the
insect and write a descriptive paragraph. The students will be told that the
paragraph will need to include the insect's order, habitat, features adapted
to habitat, growth patterns, food, predators, and defense mechanisms.

 Once the students have completed their writing assignment, the students will
be asked to name their insects. The reports will be presented to the class.

 Assessment:
The teacher will monitor for students participation and contributions to the
groups.
The assignment will also be turn in for grading.

 Closure:
The teacher will ask the students what they have learned from their research.
She will ask that the papers be turned in and ask if there are any questions. The teacher will explain that the next lesson will be about Spiders.
 
 

A Science Lesson developed by Karen Wright
Topic: The Solar system

 Objective:
To study the solar system.
To compare and contrast planets using a database software and prepare tables
and reports.
To use word processing to compose compositions and newspaper.

 Materials:
One or more computers and printers.
Software: database and word processing.
Science reference books and text.
Student worksheets.

 Time:
8 - 10 class periods

 Procedure:
Each student will use a worksheet to compile information about the planets.
The teacher will group the students in teams in order to create a database
template, enter the data into database, and print out reports. The students
will learn to sort the database and print reports on the following
similarities of planets:
1. Size.
2. Distance from the sun.
3. Length of the year.
4. Surface.

 The students will use the information from the database to prepare a display
on the solar system to be added to the growing bulletin board.

 The teacher will give the students information sheets for each planet to be
used in compiling their data. The information sheets will also be read out
loud in the class and discussed. The students will be working in their teams
to also prepare a written report using the word processing software. The
reports will be used for a presentation to the class.

 The students will also be given the internet address of NASA to add to their
internet directories for further research.

 Assessment:
Students will hand in their reports and databases in order for the teacher to
grade.
The students on the contributions made to the team. The teacher will monitor
the teams for participation throughout the lesson.

 Follow-up:
The students will conduct a simulated journey to one of the planets, using
the word processing software, they will prepare a newspaper article. The
students con insert graphics for added detail. Students can also write a
program using Logo to create real or imaginary planets for the newspaper.
 
 

Plants Need the Right Soil

 Materials- Three clear plastic 9 oz. tumblers, sand, playground soil, potting soil,
water, three large bean seeds, journals, pencils, computer with Microsoft
Excel

 Procedure- Fill one cup, three-fourths full, with sand. Repeat this procedure with the
two types of soil, labeling the contents of each cup. Plant a bean seed in
each cup, placing them up against the clear wall for easy viewing. Place an equal amount of water in each cup.

Have the students predict what will happen to the beans. Tell them to enter their thoughts and predictions about which bean will grow and be the healthiest in their journals.

Allow time for the seeds to grow, while the students draw pictures of
what they see every other day in their journals.

 When the time has expired, have the students enter the data into Microsoft Excel and create a graph of the three plants' progress.

 Conclusion- Discuss with the students the results of this activity. Did the bean grow in the sand? What is the difference between sand and soil? What are the components? Which bean grew the most? Allow enough time for the students to talk and draw conclusions about what they've seen, and have them reflect and draw a final picture in their journals. Refer to the class list and remind the students that there are many other needs for plants.

 Evaluation- Do not grade, but be sure that each student's journal has been updated
with thoughts, predictions, results and illustrations. Note the participation in the discussion at the end of the activity.
 
 

Lesson developed by Tina Panfili on the "The Rain Forest"

 SUBJECT MATTER: Rain forest animals and their homes

 OBJECTIVE: For children to explore different animals that come from the
rain forest and obtain information about characteristics of a rain
forest climate.

 INTRODUCTION: To introduce children to the rain forest, discuss where
rain forests are located around the world, the climate of a rain forest,
the foods that may grow in this climate and the animals that may eat
these types of food. These topics may be discussed as part of a
geography lesson or science unit.

 PART I: Demonstrate some of the options available on "Field Trip to the
Rain Forest." Show the children the different places they can go and
what happens when you click on a picture. Also show how written
information about the subject can be obtained by clicking on the right
box.

 PART II: Let children take turns exploring the rain forest. Ask them
to focus on a specific animal or plant and obtain the written
information on that specific plant/animal. This information will later
be used to share with the classroom as each child may do a short report
about what they learned at the rain forest.
 
 

Grade 2, Science developed by Kristen Keatley-Swansen

 The students will identify meat eating or plant eating dinosaurs.

 List Instructional Procedure:

 The students will be given a diskette to insert into the computer.

 The program will ask the student to use the mouse to click on meat eating dinosaurs.

 They will then be asked to identity ant eating dinosaurs.

 Learning Activity:

 The students will learn which dinosaurs are meat eating animals and which are plant eating animals.

 Materials Needed:

 Apple Computer
Mouse
Diskette

 Means Of Evaluation:

 At the end of the program the program will identity the number of dinosaurs which were correctly identified.

A SCIENCE Lesson Plan developed by Mark Slover
GRADE LEVEL: 4-6
TOPIC: Effects of Weather on Animals.

 Objectives: Each student will use the software ŒSim Life¹ to observe and report the causes and effects of weather and seasons on animal life.

 Procedures: Each student will be given the time needed to create their own world with its own life forms and they will watch and document their observations. Students will use their discoveries to participate in a group discussion.

 Closure: The groups will report their findings to the class and submit a one to two page report on their discoveries .

3rd Grade Unit on Jungles developed by Desiree Puesan

Entry Level Characteristics

 Objectives

 1.) Students should be able to follow directions correctly to obtain a ³functioning rain forest² model.
2.) Students should be able to make daily recordings based on their observations.
3.) Students should be able to write their conclusions of what happened with their rain forest and why it occurred.
4.) Students should be able to explain in writing how the results of their experiment relates to the three main regions where rain forests are found.
5.) Students should be able to ³create² a labeled diagram of a rainforest¹s levels on the computer. These diagrams should incorporate observations from their functioning rain forest.

 Resources/Materials

 Plant clippings (creeping Charlie, spider plant, philodendron)
glass of water (per group)
large jar that fits easily over glass (per group)
2 thermometers (per group)
1 activity worksheet with directions and questions (per group)
lab journal - to keep daily recordings
aquarium
charcoal }
small stones } (for use with
soil } the aquarium)
plastic wrap }
Macintosh Computer
Flying Colors Softwae package

 Procedures

 The lesson will begin with an explanation of why rain forests are so green and have such dense vegetation. Teacher will explain that the experiment is to recreate the conditions found in a tropical rain forest.

 The first part of the experiment involves growing roots on a clipping of a plant. This should be done one week before the ³miniature rain forest² is set up. Students will be placed in their lab groups and can start making a chart of how long it takes for their group¹s plant to grow roots.

Once the plants have roots, the groups can begin to start their model. With the materials provided, students will place an inverted jar over the glass of water containing the plant clipping. A thermometer should be put inside the jar and another outside the jar. Students should monitor the difference between the outside temperature and the temperature inside the jar. Students will be expected to answer questions such as, What happens to the temperature inside the jar? What happens to the water in the glass? Why do you think these things happen?.

 Plants can now be places in an aquarium with a layer of gravel, charcoal, stones, and soil. Plants should be watered to the point of saturation then aquarium should be covered with plastic wrap. Keep in a warm area but away from direct sunlight. Students should make daily observations for the remainder of unit. This self watering ³rain forest² can be kept in the classroom all year.

After the ³functining rainforest² is made, students will create a labeled diagram of a rainforest on the Macintosh computer, using the Flying Colors Program. Diagrams will include the different levels found in a rain forest and some of the animals that might live at each level. Their aquariums should help in creating this diagram.

 Closure

 Students will work together in their lab groups to answer the above mentioned questions listed on their activity sheet. They will turn in their individual journals along with their group activity sheet. Lab activity will be followed with a class discussion of what happened in each lab group.

Evaluation Criteria

 Teacher will evaluate students on their ability to follow instructions and make connections between the rain forest model and actual rain forest environments. Student¹s grades will be based on the following criteria:

1.) construction of a ³functioning rain forest²
2.) journals have written daily observations
3.) conclusions based on observations
4.) conclusion of observations is related to ³real² rain forests around the equator
5.) properly labled diagram of rain forest characteristics

3 Science Dinosaurs LC

 DINOSAUR UNIT WITH INTEGRATION
OF COMPUTER SOFTWARE (L.C.)
Grade 3

 Entry Level Characteristics
Students have been learning about dinosaurs for the past week. They have been reading literature related to this topic. Entire class has acquired basic computer skills and have used CD-ROM software in the past.

 Objectives
-Students will research dinosaurs on computer.
-Students will write a story incorporating facts about what a dinosaur eats.
-Paper will be published using word processor.

 Resources/Materials
Microsoft Dinosaur software
CD-ROM drive and classroom computer

Procedure
Students will be given 30 minutes per day for one week to watch Dinosaur CD-
ROM. They will choose which dinosaur they would like to write about.
Students will get into groups to discuss and brainstorm ideas. They will continue with the writing process until final product created on computer. Written pieces will be shared on the last day of the activity.

 Closure
Class will engage in discussion regarding what they have learned about dinosaurs and the benefits of using the available computer software.

 Evaluation
Students will be evaluated by the quality of the written product and the effectiveness of their research.

 Edu 360 Lesson Plan
Science grade 4-6
Rainforest Exploration
Objective: Students must explore Field Trip program, identify and record ten animals and plants in the rain forest. The habitat of each animal must be explained.
Classroom setup: Students will work in groups of three on the terminal.
Procedure: Teacher will introduce location fo world rainforests on map. Teacher will show students access to Field Trip program and allow 15 minutes to each group.
Evaluation: 5 points will be given for each life form identified.
 

Edu 360 Lesson Plan
Geometry grade 4-6
Logo Fun
Objective: Introduce Logo commands of forward, right turn, left turn and clear graphic. Students will be allowed free play as an introduction to Logo.
Classroom setup: Children will each use the computer for 15 minutes each throughout the day over a week period.
Procedure: A listing of commands will be posted with the computer. A introduction to the entire class will be given on the basic commands.
Teacher will give assistance to working student when requested.
Evaluation: No grades will be given, only a check for participation because it is Logo fun.

4-6 SCIENCE WEB OF LIFE PWE
 

SETTING: Fifth-grade science unit on ecosystems

 LESSON: Interdependence of organisms in an ecosystem

 BACKGROUND: Probably the most important issue in environmental care is the dependence of each species on the health and well-being of all other species in the given ecosystem and beyond that, the interdependence and interfacing of various ecosystems.

 GOALS: To instill an understanding of and appreciation for the pupil's need for other organisms in his/her ecosystem and the interdependence of all organisms within his/her as well as other ecosystems. By the close of the lesson, each pupil should be able to give specific examples of such interdependence.

 PREP: Bring to class some concrete representation of interdependence of organisms, e.g. earth worm and plants, burrs and passing animals, acorns and squirrels. Make sure your Field Trip 1.2 is working properly.

 PROCEDURES: Ask children to pretend they each have to move to a solitary crater on the moon. What one thing or person would they
bring along? Through discussion help them to realize that no one thing or person can provide all they need. Even parents are dependent on others to meet their needs. Unveil you example of a dependent/servant organism and ask for suggestions on how that organism is needed by and/or needs other organisms. Elaborate.

 Assign appropriate reading or video viewing while pupils go to the computer one or two at a time. Give brief instructions on the use of Field Trip and then let pupils explore the webs of life within various ecosystems, asking them to jot down two or three examples of interdependence which they may later report to the class. Each pupil will need about 5-10 minutes.

 WRAP-UP: After all have explored Field Trip and other media have reached some point of closure, information from all sources may be pooled on the board. Board may be divided into sections representing different ecosystems. Pupils and teacher will create networks of interdependence as each child presents his/her discoveries.

POPULATION GENETICS WITH GENETICS (LOGAL SOFTWARE, INC.)

Entry Level Characteristics -- Students are assumed to have some background in Mendelian genetics (Law of Segregation; Law of Independent Assortment) from
preceding classes.

 Role of Teacher -- The teacher will facilitate the lesson by guiding students
through the program but allowing them to make their own choices.

 Objectives -- The student should be able to distinguish between monohybrid
and dihybrid crosses using computer generated offspring and explain
in their own words which law of inheritance applies and why.
Acceptable performance will include crossing parent organisms to
produce F1 and F2 generations (and more if necessary), identifying
recessive and dominant alleles and deducing parental genotypes.

 Classroom Arrangements -- The students will work in pairs or small groups at the
computers.

 Resources/Materials -- Genetics computer program (Logal Software, Inc.), paper and
pencil for recording offspring characteristics

 Anticipatory Set -- The students will be asked some general questions about
Mendelian genetics to stimulate recall from previous classes.

 Procedures --
Beginning: Students will familiarize themselves with the
program and spend a few minutes making sure they understand what is
expected from the lesson.

 Middle: Students will cross parent organisms and produce as
many generations as necessary to determine trait dominance and
genetic makeup of parents. They should record the phenotype of all
offspring and keep track of which individuals were crossed to
produce offspring.

 End: After the exercise, students should explain in their own
words what they observed and why.

 Closure -- Results from student pairs will be shared with the class to
create a larger data set and then discussed in light of their own
findings.

 Evaluation Criteria -- Student pairs will create their own experimental crosses
demonstrating the laws of inheritance. Enough generations of
offspring should be provided for other pairs to be able to
determine the dominant and recessive alleles and parental
genotypes.

 FLOWER POLLINATION AND POLLINATORS USING CRICKET GRAPH

 Entry Level Characteristics -- Classes preceding this lesson are assumed to have given the students basic knowledge of floral parts and students should have
data on pollinators visiting flowers collected from the field. No
computer experience is assumed.

 Role of the Teacher -- The teacher will act as a facilitator by allowing students to
explore options for graphing on the computer and posing questions
to help them design an appropriate representation of the data.

 Objectives -- The students should be able to graph data using Cricket Graph
and interpret the information based on the type of graph.
Acceptable performance will include graphing the data and
interpreting the graph based on this information.

 Classroom Arrangement -- The students will work in pairs or small groups at the
computers.

 Resources/Materials -- Data sheets containing information collected on flowers and
their observed pollinators, Cricket Graph programs (Cricket
Software), handouts outlining graphing options

 Anticipatory Set -- Since some students may have prior knowledge of Macintosh
programs or even Cricket Graph, general questions will be asked
about their experience with computers. Questions on the type of
data that they have collected and its significance also will be
asked. The data may be graphed in more than one way and this point
will be stressed.

 Procedures -- Beginning: Students will familiarize themselves with the
program and may try graphing just a few points.

 Middle: Students will input their data and play with
different graphing styles.

 End: Once pairs have successfully plotted their data, they
should interpret their graphs.

 Closure -- Graphs will be compared among all pairs. Student groups will
share their graph and interpretation with the rest of the class.
Data will be pooled from all students to create class results for
comparison.

 Evaluation criteria -- Another data set created by the teacher will be given to
students for graphing and interpreting. Students will work alone.

 Leson Plan #1 John Nason
CURRENT PLIGHT OF WOLVES Jan 16, 1996

 Entry level characteristics
Middle School: 7th-8th (advanced students).
High School: 9th-12th (all).
Basic pfoficiency in computer search techniques.

Role of Teacher
Initial lecture on content core material.
Subsequent demonstration of computer search techniques.
Supervision of guided practice by students.

 Objectives
l. To recognize current plight of wolves in North America.
2. To identify primary reasons for Objective #1.
3. To develop facility in use of EdTech resources in study
of Objectives #1, #2.

 Classroom Arrangement
Initial arrangement to be in lecturer/student configuaration.
Subsequent dispersal of class into groups of 2-3 students.

 Resources & Material
Mac Keyboard, RGB, CPU.
Netscape, other content-related CD-ROM packages.

 Initiation
Begin with lecture on past & present wolf ranges in N.A., inter-
actions between wolves & man, wolf fact & lore. Follow with
demonstration of computer search techniques.

 Procedure
Break class into groups of 2-3 students (hetero), assign writ-
ten report on wolves using the lecture as core. Reports to
have at least 3 EdTech sources/references included.

 Closure
Briefly review lecture material. Demonstrate again the steps
involved in computer search techniques.

 Follow-up Activities
Next lesson in this unit will be instruction in final draft prepa-
rations, using word processing features on computer.
 
 

LESSON: SCIENCE - SOUND developed by Darcy Bardwell

 OBJECTIVE: STUDENTS WILL BE ABLE TO DEFINE THE TERMS LOUDNESS/SOFTNESS, PITCH, FREQUENCY, AMPLITUDE, AND WILL BE ABLE TO EXPLAIN THE SPEED OF SOUND.
THIS LESSON WILL USE THE SKILLS OF OBSERVATION, HYPOTHESIS, COLLECTING DATA, AND MAKING CONCLUSIONS. THEY WILL HAVE TO BE ABLE TO FOLLOW WRITTEN DIRECTIONS FROM BOTH THE TEACHER AND COMPUTER AS WELL AS INFER DIRECTIONS FROM THE PROCESS OF USING THE COMPUTER.

 MATERIALS: SOUND HANDOUT FROM THE VOYAGE OF THE MIMI.
COMPUTER WITH BANKS STREET LAB INTERFACE BOX, MICROPHONE PROBE AND SPEAKER.

 INIATIATION: THE STUDENTS WILL WATCH ANOTHER EPISODE FROM THE VOYAGE OF THE MIMI I AND THEN ANSWER QUESTIONS ABOUT SOUND THAT WAS USED IN THE VIDEO.

 PROCEDURE: STUDENTS ARE GIVEN THE SOUND PACKET AND ARE TOLD THEY HAVE TO READ THE FIRST PART UPTO PAGE 26 AND BE ORALLY TESTED ON THE CONTENT BEFORE THEY CAN BEGIN THE EXPERIMENTS. THE STUDENTS MAY DO THIS AT THEIR OWN PEROGATIVE.

 2. THE STUDENTS ARE ORALLY TESTED ON THE CONTENT WHICH INCLUDES HOW THE EAR AND A MICROPHONE WORK, HOW SOUND TRAVELS ESPECIALLY IN DIFFERENT MEDIA AND SOME QUESTIONS ABOUT WHALES AND SOUND.

 3. ONCE THE STUDENTS HAVE ADEQUATELY EXPLAINED THE CONTENTS THEY ARE ALLOWED TO WORK ON THE EXPERIMENTS AT THEIR SPEED. EVERY EXPERIMENTS REQUIRES THE STUDENTS TO EXPLAIN WHAT THEY DID, RECORD SOME OBSERVATIONS, AND MAKE SOME CONCLUSIONS. SOME OF THE DIRECTIONS ARE VERY COMPLEX BUT IF THEY ARE READ THEY CAN BE UNDERSTOOD.

 4. THE STUDENTS ARE TESTED ON THE MATERIALS IN A WRITTEN TEST ONCE THEIR EXPERIMENT PACKETS HAVE BEEN EVALUATED AN RETURNED. THE TEST IS SHORT ANSWER FORMAT.

 CLOSURE: THE CLOSURE FOR THIS LESSON IS A SERIES OF SHORT LECTURES(3, 15 MIN) THAT ARE MORE ANSWER AND QUESTION FORMATT AND TERMONOLGY REVIEW THEN EVERYTHING. WHEN THE TEST IS DONE THERE IS ONE MORE SHORT LECTURE BEFORE THE NEXT 'NEW' VOYAGE OF THE MIMI VIDEO.