The following projects were created as homework during a
Winter 2001 Leadership Institute Integrating Internet, Curriculum,
and Instruction online course.
Elementary School Projects |
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Community: Building Bridges (Grades 2-3)
This is a multi-disciplinary
project providing an opportunity for a multi-age classroom of
2nd and 3rd graders to explore the concepts of community, culture
and acceptance. Students will use e-mail to collaborate with representatives
of other cultures, the Internet to research cultures and a web
page to post events, products and resources for the community.
This engaged learning project emphasizes Wisconsin Model Academic
Standards in the area of information technology, social studies
and language arts centering on the themes of community and cultural
diversity. The project's overall goal is to increase cultural
awareness and acceptance in the school and community.
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 |
Scenario | Student Pages
and Rubric Browse Project Directory |
Save the Nature Trail (Grades 2 & 7)
This project
challenges students to analyze our nature trail to determine what
environmental problems exist including erosion and pollution.
When the nature trail was constructed, the impact that the trail
would have on the surrounding fragile environment was not taken
into account. Over the past 20 years, erosion and litter pollution
have plagued the trail. Since much of the trail is located on
a hillside that leads down to a fragile swamp/marsh land, the
erosion is now a major concern.
The
students will make observations and collect data over the school
year. In small groups (teams of 2nd and 7th grade students), they
will create possible solutions to these problems and submit them
to middle school classes for any needed improvements. Together
they will implement the solutions. Additionally, the students
will share their observations, which will include data and video,
on the web.
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 |
Scenario | Student
Pages and Rubric Browse Project Directory |
Weather...or...Weather Not? (Grade 4)
This project provides opportunities for students to collect, measure,
and analyze weather data. Working in cooperative learning groups
students will generate forecasts and predictions. Groups will
use appropriate technology to obtain data and will produce a video
segment on the weather for their school's closed circuit "morning
show." A school-home connection will be the development of
a severe weather emergency plan.
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 |
Scenario |
Student Pages
and Rubric Browse Project Directory |
Middle School Projects |
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Bugs B Gone (Grade
7)
Antibacterial soap, antibacterial
lotion, everyday we think that harmful bacteria is being killed
and we are safe from infection. Are we?? Recently scores of students
and teachers reported sick in record numbers. People have been
sick in record numbers and have been recovering more slowly. Where
do we find the most bacteria at school and what can we do to prevent
illness? This is the task middle school science students will
tackle.
Summary Pre-LInC Description |
Scenario 1, Scenario 2, Scenario 3 | Student Pages
and Rubric Browse Project Directory |
A Desert Oasis: Keystone Park and Wetlands
(Grade 6 & Teacher Education)
Wetlands are very unique phenomenon. One such wetland
was created in the desert southwest when the ancient Rio Grande
(Rio Bravo) changed course and the water table remained high.
Nestled at the foothills of the Franklin Mountains in the desert
southwest lies Keystone--home to thousands of waterfowl. Keystone
Park has asked students to brainstorm ways in which they can contribute
to their educational outreach for the children and citizens of
three cities, three states, and two countries (Texas, New Mexico,
and Mexico).
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 Pre-LInC Description 4 |
Scenario
1 Scenario 2 Scenario 3 Scenario 4 |
Student Pages
and Rubric Browse Project Directory |
Flooding Rivers (Grades
5-6)
Two classes of students 5th and
6th grade will combine their efforts to help solve a problem of
flooding along small tributaries that flow through the communities
and right through one of the school's property. Both school are
very close to waterways that have had problems with flooding.
One school actually gets flooding in the school buildings and
is now the focus of a community study to prevent future flooding.
As requested by the director of the water project, student are
asked to apply their skills as scientists to study the problem
and present their ideas to the organizations working to solve
these problems. Students will learn not only about watersheds,
rivers, and
urbanization around rivers, but also about community action and
community governments.
Summary Pre-LInC Description 1 Pre-LInC Description 2 |
Scenario 1, Scenario 2 | Student
Pages and Rubric Browse Project Directory |
Rainforest Herb Project (Grades 6-8)
This project
is for eighth grade students and will be facilitated by pre-service
English teachers. Students will use the Internet, library resources,
and personal interviews to research and identify the effects of
the diminishing rainforests and how this might affect their everyday
lives and experiences. Students will focus on the medicinal use
of plants as a disappearing resource. Through personal interviews
and Internet research, students will explore the scope of the
problem and generate questions and issues based upon their research.
In their groups, the students will identify issues that they find
relevant and/or have potential impact on their own community and
personal experience.
Summary Pre-LInC Description |
Scenario 1, Scenario 2 | Student Pages
and Rubric Browse Project Directory |
Save the Nature Trail (Grades 2 & 7)
This project
challenges students to analyze our nature trail to determine what
environmental problems exist including erosion and pollution.
When the nature trail was constructed, the impact that the trail
would have on the surrounding fragile environment was not taken
into account. Over the past 20 years, erosion and litter pollution
have plagued the trail. Since much of the trail is located on
a hillside that leads down to a fragile swamp/marsh land, the
erosion is now a major concern.
The
students will make observations and collect data over the school
year. In small groups (teams of 2nd and 7th grade students), they
will create possible solutions to these problems and submit them
to middle school classes for any needed improvements. Together
they will implement the solutions. Additionally, the students
will share their observations, which will include data and video,
on the web.
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 |
Scenario | Student
Pages and Rubric Browse Project Directory |
What Have You Read Lately? (Grade 7)
This project begins in October and will take about
4-6 weeks to set up and then it will be ongoing for the rest of
the school year. Students will collaborate with the Lemont Public
Library and with other students from Lemont to create ways of
improving and promoting student attendance at the Lemont Public
Library. Students use e-mail, Internet resources, word processing
and database programs to complete this project. They communicate
with middle school-aged students, librarians and authors of books
to collected data about what kinds of books students like to read
and need to have access to. Finally, the students submit the results
to the library board at their February meeting.
Summary Pre-LInC Description |
Scenario 1, Scenario 2 | Student Pages Rubric 1, Rubric 2, Rubric 3, Rubric 4 Browse Project Directory |
High School Projects |
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Are We on Solid Ground? (Earth Science, Physical Science and Physics)
This project provides students opportunities to collect
and analyze earthquake data to determine guidelines for earthquake
safety and preparedness. Students will collaborate with researchers
to determine what role (if any) can they, the students, have towards
earthquake prediction. Students will determine whether their communities
are prepared for the aftermath of a large earthquake and determine
how a community prepares for such an event. Students will use
appropriate technology to obtain the data and will produce an
informational pamphlet and/or web page for the community.
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 |
Scenario | Student
Pages and Rubric Browse Project Directory |
Exploring an Aviation Academy (Grade 10)
High school students
will investigate aviation and the disciplines of study in aviation
to ultimately design a creative presentation that promotes the
proposed aviation academy at their high school. The project requires
students to research and report their findings on aviation: aviation
history, aircraft structure and design, aviation math, Computer
Assisted Drafting, and career opportunities in aviation. Students
will be challenged to not only design a creative presentation
to promote student interest in an aviation academy but to demonstrate
the need to include a specific discipline in the aviation academy
curriculum.
Genethics (Grades
9-10)
Genethics introduces the social and ethical implications of genetic/genomic
research and its applications to high school students. In this
project, students will create web-based presentations that they
will share with their peers. The students will build their presentation
as a mode of educating the public and of suggesting the future
direction of genetic/genomic research and its applications.
Summary Pre-LInC Description |
Scenario | Student
Pages and Rubric Browse Genethicskim Project Directory |
Survivor IIIe (Grade
10)
Survivor involves high school sophomore students in a decision-making
project enabling them to demonstrate how they would deal with
an impending cataclysmic event without the intitial benefit of
adult expertise. Students will engage in creative, meaningful
and challenging classroom academic options involving exploration
using technology. Students will direct their learning, via group
discussions with the resulting outcomes of creating a simulation
game of a survival scenario, which demonstrates their understanding
of the essentials of survival. Their survival exploration and
escape adventure will require detailed accounts of how they avoided
incineration through creation of a new habitat. Their success
depends upon showing/demonstrating how they used technology to
contact experts as well as actual survivors of cataclysmic events
and set up a mechanism to plan to deal with complicated dramatic
changes that may affect their values and beliefs.
Adult Projects |
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A Desert Oasis: Keystone Park and Wetlands
(Teacher Education & Grade 6)
Wetlands are very unique
phenomenon. One such wetland was created in the desert southwest
when the ancient Rio Grande (Rio Bravo) changed course and the
water table remained high. Nestled at the foothills of the Franklin
Mountains in the desert southwest lies Keystone--home to thousands
of waterfowl. Keystone Park has asked students to brainstorm ways
in which they can contribute to their educational outreach for
the children and citizens of three cities, three states, and two
countries (Texas, New Mexico, and Mexico).
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 Pre-LInC Description 4 |
Scenario
1 Scenario 2 Scenario 3 Scenario 4 |
Student Pages
and Rubric Browse Project Directory |
Educational Environment of the Future (Classroom Teachers)
Phase I: Participants will experience first-hand
an engaged learning activity. Teachers will then debrief the experience
and define engaged learning attributes.
Teachers will work in collaborative groups to share information and problem-solve. They will use the Internet as well as other sources on- and off-line to gather information.
Participants have been assigned by their district to plan for and open a new type of learning environment. What does this school look like? Where is it? Who will attend the school? Is it a building? Is it a virtual environment? What is the mission? What is the curriculum? How do the students learn? This task will be a hands-on model of engaged learning so that the participants will experience the process.
Phase II: Particpants will develop engaged learning
projects under the ongoing and consistent leadership of the facilitator.
Project developed will be incorporated into existing curriculum
and infused with the State Learning Standards.
Summary Pre-LInC Description 1 Pre-LInC Description 2 Pre-LInC Description 3 |
Scenario 1, Scenario 2, Scenario 3 | Student
Pages and Rubric Browse Project Directory |
Genethics (Biology
Teachers - Grades 6-12)
This "Genethics" project introduces learners to the
social and ethical implications of genetic/genomic research and
its applications. Learners will create bulletin board-based presentations
to share with their peers and use as a preparation for the Woodrow
Wilson Biology Institute in July, 2001.
Summary Pre-LInC Description |
Scenario | Student Pages
and Rubric Browse Genethics Project Directory |
Staff Development Plans |
CESA #11 LInC Staff Development Plan |
New Mexico State University LInC Staff Development Plan |
Professional Development Alliance LInC Staff Development Plan |
South Carolina State University LInC Staff Development Plan |
Technology Outreach Project LInC Staff Development Plan |
Vallejo High School LInC Staff Development Plan |
Woodrow Wilson National Fellowship Foundation LInC Staff Development Plan |