math/measurement, graphing
science/endangered animals, plants, ecology, weather,
social studies/geography, historical significance
language arts/journal,narrative and expository writing, note taking,research,
speech
Students will gather information and create a web site on prairies and plains using a variety of resources, including the internet.
This project demonstrates elements of the National Science Education
Standards:
Science Teaching Standards
A,
B, C, D,
E
Science Assessment Standards
B, C
Science Content Standards
F, G
Science Program Standards A,
B, C, D, E,
F
Curriculum and evaluation standards for school mathematics
Standards 1,
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13
Standards for Language Arts
Writing,
Reading,
Listening
and speaking, Language
Standards for Grades K-4 History
Topic 1,2,
Standards for United States History
Era 4,
Standards for Geography
The
World in Spational Terms,Places
and Regions, Physical
Systems, Human
Stystems,
Enviroment
and Society, Uses
of Geography
Standards for Social Science
Goal 17: Demonstrate a knowledge of world geography with emphasis on the United States.
A. Locate, describe and explain places, regions and features on the earth using geographic terms, methods and representations.
17.A.2a Compare the physical characteristics of places (e.g., soils, land forms, vegetation, wildlife, climate, natural hazards).
17.A.2b Demonstrate how to use maps (including mental maps) and other geographic representations and instruments to gather information (e.g., about people places, and environments).
B. Analyze and explain characteristics and interactions of the earth's physical systems.
17.B.2a Describe physical and human processes (e.g. erosion, agriculture, settlement) that shape spatial patterns of the earth.
17.B.2b Explain and compare how physical and living components interact in a variety of ecosystems (e.g., desert, prairie, flood plain, forest, tundra).
C. Analyze and explain relationships between geographic factors and society.
17.C.2a Identify how events in the physical environment (e.g., natural hazards) affect human activities.
17.C.2b Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation and communications).
17.C.2c Identify different settlement patterns in Illinois and the United States and relate them to physical features and resources.
D. Explain the historical significance of geography
17.D.2 Describe how physical characteristics of places influence people's perceptions and their roles in the world over time.
State Goal 18: Understand, analyze and compare social systems, with an emphasis on the United States.
A. Identify and compare characteristics of culture as reflected in language, literature, the arts and traditions.
18.A.2 Analyze ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture.
B. Analyze the roles of groups and institutions in relation to people and societies.
18.B.2a Compare roles of social institutions (e.g. educational, military, charitable, governmental) and describe the interactions of people with institutions.
18.B.2b Describe the impact of media (e.g., print, electronic0 on institutions (e.g., schools, governments)
District 200 goals
Geography:
5. Basic concepts of geography, including an understandings of the forces which alter the face of the earth, the concepts of conservation and preservation, water cycle etc.
6. Demography, the impact of numbers, location, and concentration of people on history and geography.
Sociology/Knowledge:
4. What geography is and its impact on man and his history
5. Demonstrate effective interaction in groups.
6. Apply decision-making skill.
Math Curriculum :
S.E. #1 - The student will explore, develop and apply problem solving and reasoning strategies individually and in groups.
EL #3 Choose appropriate technology/tools to solve problems.
S.E. #2 - The student will select and perform computations appropriate to specific problems and use estimation to judge reasonableness of results.
EL #3 Develop estimation strategies
EL #5 Communicate, verbally and in writing, the understanding of a whole number concept, calculation or estimation.
S.E. #3 The student will identify, demonstrate and apply approrpiate skills and knowledge in all areas of measurement. Data will be collected, analyzed, synthesized and evaluated.
EL # 3 Develop an understanding of the appropriate use of measurement tools.
EL # 5 Communicate, verbally and in writing, to demonstrate an understanding of measurement concepts.
Language Arts:
S.E. #1 The student will demonstrate active listening skills to process information critically and analytically in order to formulate reasoned judgments.
EL #2 Interact constructively when communicating ideas and opinions.
S.E. #3 The student will read and comprehend literature from a variety of genre to develop an appreciation for and understanding of diverse human experiences, cultures, and ideas.
EL #2 Develop and apply appropriate strategies to understand written text. (content reading)
EL #3 Develop and apply a functional system for word study and identification. (vocabulary development)
EL #4 Develop and apply library, research andstudy skills.
S.E. #4 The student will express thoughts and ideas in a written form to communicatefor a variety of purposes.
EL#1 Recognize various purposes for writing.
El#2 Produce written products for a variety of purposes and audiences using a process for organizing thoughts, ideas, and/or information.
Students will devote forty-five minutes daily for six weeks to research,
discuss, journal, and complete project.
Fourth grade class with appoximately 25 students at various ability levels.
Students will establish the criteria to be included in the Web page based
on engaged learning. They will use a variety of sources to gather information
in order to create a web page that contains multiple HTM links. Students
will present their portion of the web page to the entire class for peer
evaluation.
Students will formulate an evaluation rubric
in collaboration. The rubric will assess group dynamics, research, creation
of the web page, as well as the oral presentaion.
We can tell if this project is successful if the students create a web page answering the questions generated from discussions with their class and other classrooms.
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RETURN to
The Fermilab LInC Fall '96 Home Page
Authors: Karen
Evans, kevans9@gnn.com, Marge Giefer, mgiefer@interaccess.com Diane
Graham, dgraham9@interaccess.com Patty
Taylorptaylor9@interaccess.com.
Created for The
Fermilab LInC sponsored by Fermi National
Accelerator Laboratory Education Office
, and Friends of Fermilab
and the Illinois State Board of Education.
Selection of the Top Ten LInC Projects was funded by North
Central Regional Technology in Education Consortium.
Created: 5/96 Updated: 12/96.
http://www-ed.fnal.gov/linc/fall96/projects/pjtay/intro.htm