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Implementation Plan

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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)
  • 8. Masking tape
  • 9. Computers
  • 10. Overhead projector
  • 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.
  • (Pictures courtesy of http//www.google.com)

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
    masking tape on the sidewalk.
  • 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
    gather their materials and return to the
    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
  • Your solution is here!
  • 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,
    I've read some research that talks about how some
    snakes seem to be evolving more harmful venoms. I
    will see if I can find more information on this
    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
    and human beliefs about snakes

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
    News The Newsletter of the Colorado
    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_
    links.html
  • 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!!!
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