Lesson Plan developed by Steve Babyak
Title: Your own planet!
Grade: 3rd
Objective: The student will apply concepts from the unit on Our Solar System to develop their own planet. The student will demonstrate an understanding of the characteristics of the planets in our solar system.
Materials: Computer with Internet access
Paper and pencils
Crayons and construction
paper
Classroom arrangement and grouping of children:
Children are grouped in pairs and are assigned to work two at
a computer.
Role of Teacher
To provide children with the materials necessary for designing
their planet.
To guide children in applying the concepts they learned in the Our
Solar System lesson to their individual planets (i.e. asking open ended
questions).
To ensure that the partners are working cooperatively on planets.
Procedure
a) Initiation: As a wrap up for the lesson on the solar system
engage students in a discussion about characteristics of the solar system
paying particular attention to the physical characteristics of the planets.
b) Procedure: Ask students what they would include on their planets.
Keep the discussion open, and have them brainstorm for a while, jotting
down notes of what they want their planets to be. Pair up children
in groups that are appropriate for scaffolding and cooperative learning
(i.e. pair children with stronger computer, writing skill with a child
that my have a strong creative skill but weaker computer or writing skills.)
Ask the children to work on the computer and go to the website www.tcsn.net/afiner/intro.htm,
and investigate as far as they choose, what are the characteristics of
the planets. Have them record the aspects of the planets and with
their partner write a profile of the planet. After writing the profile
they will draw a planet that will have the written profile attached to
the middle of the planet. That planet will then be included in Our
Solar System, located on the ceiling of the classroom, which includes the
already existing planets.
c) Closure: Have the children lay on the floor of the classroom
and each pair can present to the classroom their planet and all the characteristics,
as the class “stargazes”.
Questions to ask children (both during and after the lesson).
Between what two planets is your planet going to be?
Is there water, gas, land, life, fossils on your plant?
What does the landscape look like?
Did anyone from earth explore your planet? When? What did they
find?
How many moons does your planet have?
Is there a ring around your planet?
How heavy would a human be on your planet? Gravitational pull? (may
be to advanced for third grade but worth a shot.)
Extensions:
Have children write a fictitious story about a day in the life of an
organism on their planet.
Grade 1 World of Dinosaurs - Lesson Plan by Paula McIntyre
The objective of this lesson plan is to familiarize children to the
computer
while learning about dinosaurs.
The software that will be used is "The World of Dinosaurs"
Students will pair off and have a 20 minute time frame to utilize the
program. They will play the Colossal Fossil game and willcollect
Dinosaur
Fact cards. After all the children have had their turn, the class
will
gather as a group and share their fact cards with the class.
They will
ecplain facts about their particular dinosaur and the sound it makes.
The project will take one week to complete and at the end of the last
day is
when the group will gather to share experiences.
A teacher or aide will always be working with each pair of students
to
facilitate the use of the program and printing of the fact cards.
Lesson: Writing a Science Fiction Story
By Cindy Stitz-Galvan
Grade: 2-8
Objectives: Students should be able to:
Materials:
Read a short science fiction short story to the students. Depending on the grade level some suggestions for stories can be obtained through this web address and others http://bookadventure.com/ki/bs/ki_bs_helpfind.asp. Another suggestion is to read previous science fiction stories written by students. Allow 5-10 minutes.
Procedure:
Constant evaluation of students during access and use of the Internet
as well as during the writing of the story. The final story can also be
used to assess whether the characteristics of science fiction were included.
A class discussion to include why the story is fiction compared to non-fiction
information and the sources of that information will assess the students
understanding of the Solar System, the Galaxy, Science, Science fiction,
and the Internet resources.
Lesson Plan developed by Kim Scofield
Objective: To take the children's recent learning from the Magic
School Bus
Adventure to Space
and apply their knowledge, and lead a hands-on
activity which enhances this.
Activities:
1. Ask the question "what do you know about the planets?" Get students
to
brainstorm about this question, considering this activity is done after
the
software was played.
2. Explain to the students that you can study astronomy through the
use of
models. The students will be creating a model of the solar system using
clay
to represent different planets and other objects in the solar system
(asteroids, moons, etc.). Students will then use their previous knowledge
to
try to make an accurate model for the solar system. The students models
should represent the true size and scale of the solar system which
most
likely was just learned throughout the software.
3. Lead a class discussion about the models:
1) What are the strengths of our models?
2) What are the weaknesses of our models?
3) How are our models different from the real solar system?
the solar
system explored on our adventure on the magic school bus?
4) How are our models similar to the real solar system?the
solar system
explored on our adventure on the magic school bus?
4.) Have everyone explain and discuss their models.
LESSON PLAN ON GRAVITY AND CENTRIPETAL FORCE
Developed by: Mike Hetherington
TOPIC: UNDERSTANDING GRAVITY AND CENTRIPETAL FORCE THROUGH THE DESIGN
AND TESTING OF ROLLER COASTERS.
e. Record the anticipated and actual results as noted above.
Day 3: After all students have completed the exercise, have them share their results with the class. From the verbal reports, identify any modifications that effected maximum speed (Gravity - Highest drop height ), Vertical G’s , Horizontal G’s (Centripetal force).
CLOSURE AND EVALUATION: Have the students write a one page report on
the experience. The report should include an explanation of how modifications
to the variables in the system effect the system. They should also
cite examples of gravitational and centripetal force in a roller coaster
system and how those forces effect the cars on their way through the system.
LESSON PLAN ON GRAVITY AND CENTRIPETAL FORCE
Developed by: Mike Hetherington
TOPIC: UNDERSTANDING GRAVITY AND CENTRIPETAL FORCE THROUGH THE DESIGN AND TESTING OF ROLLER COASTERS.
GRADE LEVEL : 7th – 12th grade
TIME REQUIRED: THREE– 40 minute classes
PRELIMINARY KNOWLEGE:
Students should have at least a elementary knowledge of the definition
of velocity, gravitational force, and centripetal force.
OBJECTIVES:
1. The students will be able to design a roller coaster track that
will allow a series of cars to successfully complete a circuit route.
2. The students will be able to demonstrate how different static variables
in the physical layout and properties of the designed track effect the
dynamic results in the system, including the maximum speed of the car,
the time of the circuit revolution, the maximum positive and negative g
- forces in both the horizontal and vertical plane, and the overall success
of failure of the system.
3. Students will be able to successfully predict the results that changes in static system variables will cause on the dynamic aspects of the system.
REQUIRED MATERIAL AND EQUIPMENT:
Paper, pencils, , word processing program such as Microsoft Word, Software
- RollerCoaster Tycoon CD-ROM published by Hasbro Interactive - 1999, Computers
- PC with with min. 4x CD-ROM drive, min 90 Mhz Pentium or better, Windows
95 operating system or better, min. 16 Mb of RAM, SVGA graphics with video
card min 1Mb memory, DirectX version 5.0 or higher (can be installed during
installation process.)
PROCEEDURE:
Day 1:
Teacher should familiarize the students with the basics of Gravitational
and Centripetal force and the operation of the game RollerCoaster
Tycoon. The students do not need a full tutorial on all aspects of
the game. You only need to teach the students how to start the game,
choose and design a custom rollercoaster, and how to test run the coaster.
Detailed instructions can be found on pages 5 to 7 of the Software Instruction
manual.
The teacher should give all students a hand-out copy of these pages
for the students reference.
The students should be allowed to experiment with the construction
of short, simple roller coaster designs. It may take the entire first
class for the students to become proficient in completing the loop and
finding top and bottom elevations that allow the cars to complete a full
circuit.
Day 2:
The students should design a roller coaster and do a test run,
then log the following information from the measurements and test data
display window.
INITIAL RIDE
RIDE LENGTH:
MAXIMUM ALTITUDE
TIME OF RUN
MAXIMUM SPEED
AVERAGE SPEED
MAXIMUM POSITVE VERTICAL G - FORCE
MAXIMUM NEGATIVE VERTICAL G - FORCE
MAXIMUM LATERAL G - FORCE
NUMBER OF DROPS
HIGHEST DROP HEIGHT
After the initial ride data is noted, the student should proceed to
make a modification to his roller coaster design ( modify one of the variables
- the length, maximum altitude, highest drop height etc.). After
making the modifications but prior to making a new test run, the student
should answer the following questions in writing:
1. What was the modification?
2. What effect will the modification have on the entire system (The
roller coaster).
3. Why do you think the modification will effect the system?
Next the student should make a test run on the modified roller coaster
and record the results :
Modification #
RIDE LENGTH:
MAXIMUM ALTITUDE
TIME OF RUN
MAXIMUM SPEED
AVERAGE SPEED
MAXIMUM POSITVE VERTICAL G - FORCE
MAXIMUM NEGATIVE VERTICAL G - FORCE
MAXIMUM LATERAL G - FORCE
NUMBER OF DROPS
HIGHEST DROP HEIGHT
HOW DID THE MODIFICATION EFFECT THE SYSTEM AND WHY?
Repeat the above exercise 5 times, changing either a turn radius, the
maximum height or the slope of a decline or incline.
LESSON PLAN-1
Grade Level: 9-12
Time Frame: 45-55 minutes
Materials: charts, tapes, models, hand outs, access to computer
lab,
softwart--Brainiac,www.webcom.com/~medmult/brainiac.html.
Objective: The learner will know the structures, functions, and
classification
of the nervous system. How an impulse is
transmitted from one neuron to another.
Initiation: Display visual charts of the structures and processes--to
clarify complex ideas and to focus attention.
List key terms &
pronunciations--to help build scientific vocabulary. Display
models of the nervous system. Use computer software demo -- to
reinforce
learning. Give feedback and summarized.
Activity: Read unit-1, listen to tape recorded, handouts for homework,
present sketches, use of computers, quizzes and
tests.
Closure: Extend the lecture with a follow up lab. Preview
of nervous
system unit-2.
Extension: Homework, quizzes, tests, and short essays.
Modification: The visual and auditory for the impaired. Example,
special
textbook, more tapes, more
charts, and more time for
Those in need.
Lesson Plan #1
Bridget Krauss
Objective: For students to understand the
impact of
climate and weather on a certain area.
Materials: Internet access
Grade Level: Elementary 3-5
Duration: 45-60 minutes
Pre-requisites: Discussion of climate and
weather and
what causes the differing climates and
weather types.
Students will also need to be assigned
different areas
of the world.
Procedure:
1. Using the internet to research their
area, students
will decide the clothes and other items
that they will
need to pack for their 7 day trip to their
given area.
2. Questions to think about:
a. What would be suitable
for the temperature?
b. What would be suitable
for the precipitation?
c. How many of each item
will you need to bring?
Closure: Students would be asked
to write 1-2 pages
about what they would bring with them
and why they
chose those items to bring.
Assessment: The students will be assessed
on the
appropriateness of their clothing choices
and their
reasoning behind those choices.
Lesson Plan #2
Bridget Krauss
Objective: To understand the concepts
of acid-base
reactions.
Materials:
-software: Model
Chemlab v. 2.0
-Windows 98/ Windows
NT
-8 MB RAM or greater
Grade Level: High school Chemistry Class
Duration: one hour
Pre-requisites:
Discussion of acids and bases and their
balanced
reactions
Students should also know how to create
a
comprehensive lab notebook
Procedure:
1. Start Program
2. Choose Experiments
3. Choose Acid-Base Reactions
4. Observe the reactions, recording the
steps along
with any observations in the labnotebook
Closure: Students will be asked to continue
writing in
their labnotebooks. In the results
section, they will
be asked to explain why they observed
what they did.
Assessment: Students will be assessed on
what they
conclude from their knowledge of acids
and bases along
with what they think of on their own.
A quiz will also
be givent to assess their understanding
of what they
learned.
What is the solar system?
Lesson Plan developed by Susan W. Sullivan
Objectives:
PURPOSE: Students will get an introduction to the world of the
sea,
incorporating categorizing
plants and sea life.
MATERIALS NEEDED: Magic Schoolbus "The Ocean" software and PowerPoint
software. Computer with Windows 95 or 98.
OBJECTIVE: Students will be able to identify at least one plant
and one
marine life at each of the sea habitats, and determine how many exist
at
each level. For example, the beach, in the ocean, and the deep
sea floor.
PROCEDURE: Students will participate with the Magic schoolbus
software.
Afterwards, the students will create a chart showcasing the number
of plant
life and sealife each student has located from the three sea habitats
using
the PowerPoint program. A class chart will be created from each
student's
individual chart.
For homework, each child can draw a picture of one of the sea life
or sea
plants they found from this lesson.
ASSESSMENT: Teacher observations
The classification chart
Homework picture.
Graphing using MS Excel
and Using Power Point for an oral presentation
in seventh grade science
Unit Plans developed by George Hunkele
OBJECTIVES:
1. The learner will collect data from an experiment.
2. The learner will enter data into a spreadsheet in a useable form
3. The learner will manipulate data.
4. The learner will create a graph from the data entered in the
spreadsheet.
5. The learner will customize graph with title, labels, etc.
6. The learner will produce hard copies of the graph.
7. The learner will use graph to draw conclusions about the results
INITIATION:
Discuss why graphs are useful. Ask students to identify the types of
graphs that can be used and discuss the best uses for each type..
PROCEDURES:
DAY 1 : Review all the necessary elements of a graph. Model appropriate
graphing by hand being sure to emphasize the importance of equal
intervals, labels, titles and units. Have students do a graph by hand
on
data that is provided to them.
DAY 2: Students will be guided through the creation of a spreadsheet
and
a graph. The teacher will model all of the appropriate steps to create
a
spreadsheet and transform the data into a graph..
DAY 3: Students will practice with data provided creating a spreadsheet
and graphs. They will do so with a variety of types of graphs.
Additionally students will produce hardcopies of these graphs.
DAY 4: Students will use data that they have collected in an experiment
to
create spreadsheets and graphs.
DAY 5 : Using the hard copies of the graphs they have created students
will attempt to draw conclusions about the results they have.
EVALUATION: Based on the correctness of the graphs, correctly labeled,
correct graph type chosen., graph accurately represents the data.
Lesson Plan 2- Using Power Point for an oral presentation
Background
We have been studying the organisms that live in the sea. The animals
are
very diverse and interesting. Some are colorful, have interesting traits,
and are very animate in their behavior. The class has given an overview
of
the organisms found in the ocean. The challenge asks you to focus on
one
group and find things that are interesting.
Task
Marine Animal Top 10 List. This assignment will challenge you and your
partner to find 10 fascinating and interesting facts about the group
of
animals that you have been given and do an oral presentation using
PowerPoint about these facts. You will be evaluated for
a variety of
tasks. Your grade will reflect your oral presentation, your research,
and
your technical skills in the use of PowerPoint.
Oral Presentation Criteria Checklist (20 points)
_______ Correct speaking voice (no mumbling)
_______ Correct pronunciation and speaking without stumbling over words
(practice in front of a mirror)
_______ Interesting and creative facts. Remember at least one Show
stopping
“Thanksgiving to remember” interesting fact.
_______ Both people speak.
Powerpoint Technical Skills: You should have the following:
_______ (10 points) Transitions- going from
one slide to the next you can
put in
transitions. Use a variety of these. Minimum 2 different
transitions
_______ (10 points) Special Effects- When bringing
up individual items on
your list you
can bring the words into view using a variety of effects.
Minimum 2
types of effects.
_______ (10 points) Spelling. Use spell check.
_______ (10 points) Print notes pages to practice
with and use during
presentation for
help. I will write your grade on this sheet.
_______ (10 points) Title Page Slide:
What is your Top Ten about? and the
names of
the presenters.
_______ (10 points) Slides with your Top Ten
List. Work wit the font to
fit them in but
also guarantee that everyone can see what the slide
says. All 10
facts will not fit on one slide. When you get to the top
3 you may
wish to have a separate slide for each to emphasize these.
Research of animal group. Must be initialed before you can enter them
in
PowerPoint
________ (10 points) Facts are listed on paper as they will appear on
the
presentation.
________ (10 points) Facts are ranked in order of interesting.
List facts on the back of this sheet. Facts must be listed by Friday
November 13.
Evaluation sheet must be included with outline page.
Animal Group ___________________________________
List Facts
Rank Fact
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Day: 1 and 2 Theme: Lab- Library research of organisms
Objectives: Students will be able to:
HO
1. Research facts about a variety of marine organisms.
HO
2. Rank the facts in order a la top 10
Agenda 1. Review rules of library
2. Students will research their organisms
3. Students will rank their choices
4. Self evaluate their research
Initiation: (8 min)1. Instructions and rules
for research
2. Model how to conduct their research.
Body of Lesson: (30 min)1 .Students will research their organism
and rank
facts.
Closure: 1. Explain self-evaluation of research.
Assessment:
1. Participation in research
2. self-evaluation.
3. List of top 10.
Homework:
Complete self evaluation and ranking of facts
Day: 3 Theme: PowerPoint
Objectives: Students will be able to:
1. Understand what PowerPoint is
2. Use PowerPoint to create a presentation
Agenda .1 Intro next step of project.
3. Notes on PP
4. Work with groups to set up PP
5. Questions and examples of what they will do with PP
Initiation: (5 min) 1. Discuss where we will
be taking our Top 10.
Body of Lesson: (20 Min)1. Notes on PowerPoint
2. Discuss how to use “worksheet and setting up slides.
(10 min) 3. Work with partner to set up slides
Closure: (5 min)1. Answer
questions and ask for exs of transitions and
effects
Assessment:
1. Responses to questions
2. Creation of PP
Homework:
Complete Ranking and set up of slides
Also rehearse presentation
Day: 4 Theme:
PowerPoint
Objectives: Students will be able to:
1. Create Top Ten Presentation on PP
2. Determine order of facts
Agenda 1. Intro PP
2. Students will work with their partner to complete their PP
presentation
on Computer
3. Students will save work
Initiation: (5 min) 1. Intro the use of PP.
Body of Lesson: (33 Min)1. Students should work on their presentations
with their partners.
Closure: (3 min)1.Save work and trouble shoot
Assessment:
1. Self assessment
2. PowerPoint presentation
Homework: Complete self assessment
Day : 5 Theme: PowerPoint
Objectives: Students will be able to:
1. Create Top Ten Presentation on PP
2. Rehearse their completed presentation
Agenda 1. Students work on PowerPoint
2. Students will work with their partner to rehearse their PP
presentation on
Computer
3. Students will save work
4. Evaluate group work on PP
Initiation: (3 min) 1. Distribute disks.
Body of Lesson: (33 Min)1. Students will work on their projects.
2. Rehearse presentations
Closure: (3 min)1.Review
self evaluation
Assessment:
1. Self evaluation of project
2. PowerPoint presentation
Homework:
1. Complete self assessment
Day 6 Theme: Top Tens
Objectives: Students will be able to:
HO
1. Do an oral presentation of their research using PP
HO
2. Evaluate a presentation for positive and negative qualities
Agenda 1. Distribute disks
2. Individuals present their research
3. Peer Evaluation of projects
Initiation: (2 min) 1.Distribute disks.
Body of Lesson:(35 Min)1. Presentations. Student pairs will present
to
class
Closure: (3 min)1.Summarize the good and the bad of presentations
Assessment:
1. Peer evaluation
2. Teacher evaluation
3. Reflective paragraph on their project
Homework:
Complete Reflective paragraph