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## Implementation Plan

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### First, the students will take the measurement of their group members' legs using a tape measure. ... while his wife works as a secretary at a local law firm. ... – PowerPoint PPT presentation

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Title: Implementation Plan

1
Implementation Plan
• Every Child a Scientist Workshop
• Emory University
• Tiarra L. Moore

2
Part One Lesson Plan
• Got Hops?
• Does a persons leg length affect how far they
can jump?

3
Overview
• During this lesson, students will investigate
whether the length of a persons leg affects how
far they can jump. This lesson will take place
both indoors and outdoors and will accommodate
all learning modalities. The students will use
lab books, pencils, meter sticks, tape measures,
and masking tape to perform the experiment.
During the experiment, students will record their
findings in a lab book and graph their results
using Excel. This lesson will take approximately
4 hours (4 class periods) to complete.

4
Primary Learning Outcomes
• Students should be able to devise hypotheses,
reason, infer, observe, recognize variables,
collect evidence, record, measure, use space/time
relations, interpret data, classify, draw
conclusions, and communicate. These science
process skills are covered under Georgia QCC1.

5
Assessed QCCs
• QCC1 Uses process skills of observing,
classifying, communicating, measuring,
predicting, inferring, identifying, and
manipulating variables. Also uses recording,
analyzing, and operationally defining,
formulating models, experimenting, constructing
hypotheses and drawing conclusions.
• QCC3.2 Identifies SI units and symbols for
length, volume, mass, density, time, and
temperature.
• QCC3.4 Uses appropriate tools for determining
mass volume, temperature, density, and length.

6
Materials
• 1. Chart paper
• 2. Markers
• 3. Stopwatches
• 4. Lab notebooks
• 5. Pencils
• 6. Meter sticks
• 7. Tape measures (metered scale)
• 9. Computers
• 11. Transparencies

7
Procedure (Engagement 75 minutes)
• Place the students in groups of four and assign
group roles
• (discussion leader, recorder, reporter, and time
keeper) using the Group Roles worksheet as a
guide. Give each group 1 piece of chart paper, 1
marker, and 1 stopwatch.
• Pique students interest by showing them a
picture of popular basketball stars, such as
Shaquille ONeal, Kobe Bryant, and Allen Iverson.
Ask the students to brainstorm on what qualities
they think each player possesses to make them
successful in their field and record their ideas
on the chart paper provided. The students will
be instructed to generate as many ideas as
possible, operate in their perspective group
roles, and complete their discussion within 1
minute. After each group completes their
discussion, the reporter will post their groups
chart paper in a designated location and read
their groups ideas.
• Point out some of the best qualities from each
piece of chart paper and then introduce the
experiment for the day--Got Hops? Does a
persons leg length affect how far they can jump?
The teacher will inform the class that before
they can perform the experiment, they must
understand, and be able to implement, certain
process skills.

8
• List and explain the process skills students
will need to master as well as the skills that
will be used during the Got Hops? experiment.
Tell the students that before they actually
perform the Got Hops? experiment, they must
develop an experimental design.
• Give each student an Experimental Design
Worksheet and walk them through the process using
a mock topic (guided practice) Will bananas
brown faster on the counter or in the
refrigerator? Have this worksheet on
transparencies and complete it using student
input.
• After the Experimental Design Worksheet is
completed using the mock topic, discuss the
process with the students and answer any
questions. After the students understand how to
complete the worksheet, have students complete
their individual worksheets for the Got Hops?
experiment with their group members.
• Review the worksheet with the class and discuss
any pertinent information.

9
Procedure (Exploration 40 minutes)
• Tell students to obtain their materials (lab
notebooks, pencils, and tape measures) and take
them outside.
• Demonstrate how to read a tape measure, how each
students leg should be measured using a tape
measure (vertically from the out seam of the leg
starting at the middle of the hip bone and ending
at the middle of the ankle, with no bend in the
knees), and how each jump should be made (place
the tip of shoes directly behind the start line
and jump forward parallel to the distance scale.
Land with both feet together). Note Supply a
pre-made distance scale marked in 1 meter
increments with centimeter markings in between
using a meter stick that has been taped to the
sidewalk. Designate a jump start line using
• After each student has been briefed on how to
make their measurements, allow them to perform
the experiment.
• First, the students will take the measurement of
their group members legs using a tape measure.
They will record their results in the data table
provided.
• The students will then, one by one, approach the
start line, and give their name as well as their
leg measurement. All students will be required
to record this data. Ensure that each student
starts at the official start line and is
positioned correctly.
• The student will then jump forward, with their
hands clear and wearing rubber-soled shoes, as
far as they can parallel to the distance scale.
The students will not be allowed to get a
running start, but must begin in a stationary
position at the start line. The distance the
student jumps will be read by the jumpers group
members and verified by the teacher. This number
will be read aloud for all students to record.
• After all of the students have jumped and their
jump distances have been recorded, they will
classroom.

10
Procedure (Explanation 120 minutes)
• Once back into the classroom, have students
assemble into their original groups.
• Ask the students to discuss the results of the
experiment and tell if the data proved or
disproved their hypotheses. This information
will be discussed as a class. Have each group
organize their data into a form that can be
easily analyzed create a new table in which the
leg lengths of the students are listed in order
from shortest to longest and see if there is a
correlation between the leg length and the jump
distance. Ask each group to develop a written
conclusion based on the results of the experiment
and share it with the class. Student responses
should be written on the board and discussed.
• Ask the students to brainstorm on ways the
experiment could be performed differently to get
the same or more accurate results. These
comments should be shared with the entire class
and written on the board.
• Display a grid on an overhead transparency and
ask students how to set up the graph. The
variables for the x and y axes should be
determined as well as the scale for each axes.
Plot the first 3 values on the overhead
transparency and tell the students to plot the
remaining values, with the help of their team
members (line graph). After the students are
done plotting their graphs, a student from each
group should read aloud the coordinates of the
graph as the they are plotted on the overhead
projector. Check for any discrepancies between
the students graphs against the correct graph.
• After the graph is complete, have the students
transpose their data into an Excel document to
produce an electronic graph. Analyze each
students graph for accuracy and have students
analyze the work of their group members.
• Have each group create a written report for this
experiment and publish their work.

11
Procedure (Evaluation)
• This lesson can be assessed using the following
tools
• Rubric (for experimental design worksheet,
written report, and student collaboration)
• Peer and teacher evaluation
• Large group discussion (sharing conclusions from
small group discussions)
• Oral questioning
• Presentation and evaluation of student products

12
Procedure (Extension)
• This lesson can be modified by
• Increasing the number of variables in the
experiment, such as foot size, height, weight,
and gender.
• Having students take measurements using both
English and Metric Units and convert between the
two.

13
Procedure (Remediation)
• Students having difficulty will be given less
data to graph, a graphing grid with pre-labeled
axes, and will not be required to produce an
electronic graph.

14
Part Two Peer Education Plan
• Presentation to Long Middle School Science
Teachers
• Using Problem-Based Learning

Increase Processing Skills
Teach the Scientific Method
Keep students engaged
Increase critical thinking skills
15
Are you boring your students when teaching the
science?
16
• Use
• Problem-Based Learning

17
What is Problem-Based Learning?
• Problem-based learning (PBL) is a simple
framework by which a teacher can effectively move
into a role of educational guide or coach. It
also moves the student into an active, engaged,
and inquiring role that requires real-life
problem-solving processes such as brainstorming,
collaboration, research, and presentation skills
development. Problem-based learning promotes
authentic assessment, presentation, and
performance to communicate the results of inquiry.

18
• Lets put PBL into action!

Problem-Based Learning
19
Directions
• Get into a group with three other people
• Assign yourself a role from the Group Roles list
• Using your chart paper and markers, create a
chart that looks like this

20
Case Study Scene 1
• Tom and Kathy Brown live in a farm in rural
Missouri with their two sons Kyle, 3, and Rick,
8. Tom takes care of the farm while his wife
works as a secretary at a local law firm. One
Saturday, while cleaning the house, Kathy notices
that the food supplies are low. She goes into
town to buy groceries and leaves Tom to take care
of the kids. Tom, hot and sweaty after mowing
the lawn, decides to take a quick shower. The
boys, eager to play, sneak outside. Only later
does Tom hear the children screaming from the
back yard.  He quickly rushes outside and finds a
horrifying scene...

21
• Fill in your T-Charts with the appropriate
information from Scene 1

22
Case Study Scene 2
• Kyle is bleeding from the chin, while Rick is
holding his left forearm. The snake that bit the
children is slithering off into the nearby woods.
Tom fetches a hoe and cuts off the snake's head.
He quickly wraps a tourniquet around Rick's arm
and bundles the kids into the car. Knowing that
he will need the snake, he tosses the head and
body into a sack and races toward the hospital.
Sadly, Kyle dies at the hospital, and Rick is
placed in critical condition. The patient chart
beside his bed reads, "Diagnosis Venomous snake
bite. Symptoms low blood pressure, swelling,
hemorrhaging and initial tissue necrosis in left
forearm. Urine discolored.
•
• (Picture courtesy of http//bioquest.org/lifeline
s/summer2002/santos_bassham.htm)

23
• In the meantime, the snake was sent to the local
university. There, a herpetologist examined the
snake and made the following notes.
•   A couple of days pass, and Rick's condition
improves significantly. Dr. Smith takes the Tom
and Kathy to his office and says, "Rick's
condition is very delicate, but he is
recovering.  The snake that bit your boys was not
one of the most dangerous species known. However,
snakes seem to be evolving more harmful venoms. I
issue. The good news is, Rick is going to be
alright!"

24
• Fill in your T-Charts with the appropriate
information from Scene 2

25
• Using the information gained from the two scenes,
design an experiment to determine which venom
types cause death in humans.

26
Learning Outcomes
• Identify external morphology of snakes for
classification purposes
• Explore venom types and their physiological
effects on humans
• Elaborate on the adaptations occurring in the
snake to help it survive in its environment
• Identify the relevance of snakes for humankind

27
Student Products
• Pamphlet describing how to differentiate between
venomous and non-venomous snakes.
• Newspaper article describing misconceptions
involving snakes as well as the different ways
that snakes are viewed by distinct cultures.
• A report detailing the physiological effects of
snake venom on the human body
• A poster demonstrating snake adaptations to the
environment (predatory behavior, venom,
physiology, anatomy, etc)

28
Student Assessment
• Test questions based on student presentations
• Large group discussion (sharing conclusions from
small group discussions)
• Peer evaluation
• Presentation and evaluation of student products

29
References
• "Is Rattlesnake Venom Evolving?" http//www.amnh.o
rg/naturalhistory/features/0700_feature.html
• "Is Rattlesnake Venom Evolving?" The Cold Blooded
Herpetological Society. http//coloherp.org/cb-new
s/cbn-0009/Venom.html
• "Safety Information Rattlesnake
Bites" http//wellness.ucdavis.edu/safety_info/poi
son_prevention/ poison_book/rattlesnake_bites.html
• "Snakes of North America" http//www.pitt.edu/mcs
2/herp/SoNA.html
• "Herps of Texas-Snakes" http//www.zo.utexas.edu/r
esearch/txherps/snakes/
• "Georgia Museum of Natural History" http//museum.
nhm.uga.edu/index.html

30
PBL Resources
• http//www.pbli.org/
• http//www.cse.emory.edu/sciencenet/coll_curr/pbl_
• http//www.cse.emory.edu/prism/
• http//www.bioquest.org16080/lifelines/prism/reso
urces.php
• http//www.udel.edu/pbl/problems/
• http//meds.queensu.ca/medicine/pbl/pblhome.htm
• http//www.mcli.dist.maricopa.edu/pbl/lodestar_8_9
7.html
• http//edweb.sdsu.edu/clrit/learningtree/Ltree.htm
l

31
PBL Investigative Cases
• http//www.udel.edu/pbl/others.html
• http//ublib.buffalo.edu/libraries/projects/cases/
case.html
• http//ublib.buffalo.edu/libraries/projects/cases/
ubcase.htm
• http//ublib.buffalo.edu/libraries/projects/cases/
biblio.htm
• http//ublib.buffalo.edu/libraries/projects/cases/
article.htm
• http//bioquest.org/lifelines/summer2002/cases_200
2.htm
• http//bioquest.org/lifelines/emory/
• http//www.bioquest.org/
• http//serc.carleton.edu/introgeo/icbl/index.html

32
Now that we know what to do
• Lets get busy!!!