Title: Innovative Science Exchange
Project Authors:
Mechelle Alexander, Lange MS, Dallas ISD, Dallas, Texas, mealexander@dallasisd.org
Geneva Browning, Youngblood Intermediate, Alief ISD, Houston, Texas, geneva.browning@aliefisd.net
Angelia Jones, Best Elementary, Alief ISD, Houston, Texas, angelia.jones@aliefisd.net
Edwina Sims, C. F. Carr ES, Dallas ISD, Dallas, Texas, es3938@dallasisd.org
Gloria Voutos, Larry Smith ES, Dallas ISD, Dallas, Texas, gvoutos@dallasisd.org
Subject Area: Science, Language Arts, and History
Intended Grade Level: Grades 3-7
Learner Outcomes:
Students will identify the inventor.
Students will describe how the invention impacted the world and daily life.
Students will express ideas on alternative ways to use these inventions in today’s world.
{SCI.3.112.5.2.D} communicate valid conclusions
{SCI.3.112.5.3.E} connect Grade 3 science concepts with the history of science and contributions of scientists.
{SCI.3.112.5.5.B} observe a simple system and describe the role of various parts such as a yo-yo and string.
{SCI.4.112.6.2.D} communicate valid conclusions;
{SCI.4.112.6.3.B} draw inferences based on information related to promotional materials for products and services
{SCI.4.112.6.3.E} connect Grade 4 science concepts with the history of science and contributions of scientists.
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SCI.5.112.7.2.C} analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (TX TEKS ) |
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{SCI.5.112.7.2.D} communicate valid conclusions; (TX TEKS ) |
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{SCI.5.112.7.3.B} draw inferences based on information related to promotional materials for products and services; (TX TEKS ) |
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{SCI.5.112.7.3.E} connect Grade 5 science concepts with the history of science and contributions of scientists. (TX TEKS ) |
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{SCI.6.112.22.2.A} plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (TX TEKS ) |
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{SCI.6.112.22.3.E} connect Grade 6 science concepts with the history of science and contributions of scientists. (TX TEKS ) |
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{SCI.6.112.22.9.B} compare methods used for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants; (TX TEKS ) 7.8 A Illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water
7.6A Demonstrate basic relationships between force and motion using simple machines including pulleys and levers |
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http://web.mit.edu/invent/i-archive.html
http://www.enchantedlearning.com/inventors/
http://www.sciencenetlinks.com/lessons.cfm?DocID=114
http://www.sciencenetlinks.com/lessons.cfm?DocID=357
www.nettrekker.com (need a subscription)
1. Partner teachers should communicate via email, Skype, or phone calls prior to connection to choose a field of science to explore, agree on a list of names, video conference agenda, test call date, and actual video conference date.
2. Teachers should have a list of inventors to choose from in order to prevent repeated names from occurring.
3. Students should work in groups of no more than 4 for this project. Each student should be assigned a role in the group (historian, scientist/inventor, recorder, presenter, etc)
4. Using a variety of sources, students will research a science inventor and one of his/her inventions.
5. Students will make a model of the invention for the videoconference presentation.
5. Students will research and report on the following:
a. How the invention functions? What is the "science" behind the invention?
b. How the invention impacted the world when it was invented?
c. Is the invention still used today?
d. If it is still used today, how has it changed from the original model and how does it impact today's world?
e. What did the inventor have to think about before inventing their product?
f. Did the invention influence life in a positive or negative manner? Explain
g. How can the invention be adapted or improved today?
h. Students will need to create clues that describe their inventor and invention for the VC session.
6. During the videoconference, students will take notes on the presentations. Students will use these clues during the research phase of the vc to identify the scientist and invention.
7. Students will ask a clarifying questions.
8. Students will have 10 minutes to continue research to fix incorrect guesses and write their guesses on posters, PowerPoint, paper, etc.
9. Students will reveal their guesses and then the answers will be given.
10. During the debrief section students can discuss alternative ways the inventions could be used and adapted in today's society.
Videoconference Agenda:
School 1 Presents – 20 minutes
School 2 Presents – 20 minutes
Break for Research - 30 minutes
Groups Reconvene for Clarifying Questions and research (10 minutes)
School 1 Presents – 10 minutes
School 2 Presents - 10 minutes
Debrief – Q & A