31R049 Space 4 Rent Leo
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SpaceForRent
NewYorkStateLearningTechnologyGrantProject
LearningExperienceOutline
YearOne
June2010
BertaDreyfusIS49
101WarrenStreet
StatenIsland,NY10304
LindaHill,Principal
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LearningContext
TheSpaceForRentprogramisacrosscurriculumprojectthatintegratestechnologyintothe
learningexperience.Thislearningexperiencewillhelpincreasestudentsproficiencyinseveralnew
technologiesthatcanbeappliedtosolvingrealworldproblems.Newtechnologicaleducational
strategieswillincludewebsitecreation,videoediting,Internetresearch,photography,3-Ddesign,
andblogging.Asaculminatingproject,studentswillcreateaPublicServiceAnnouncement(PSA)tosecurefundingfromglobalpartnerstoresearchtheestablishmentofanewcolonyinouterspace.
OutlineofStandardsandPerformanceIndicators
ELAStandard3
Studentswillread,write,listenandspeakforcriticalanalysisandevaluation.
Performanceindicator:Listening
Studentsrecognizepersuasivetechniques,suchasemotionalandethicalappeals,inpresentation
Performanceindicator:SpeakingStudentspresentcontent,usingstrategiesdesignedfortheaudienceandpurpose
Math,Science,TechnologyStandard7
Studentswillapplytheknowledgeandthinkingskillsofmathematics,science,andtechnologyto
addressreal-lifeproblemsandmakeinformeddecisions.
Performanceindicator:Connections
Studentsdesignsolutionstoreal-worldproblemsofgeneralsocialinterestrelatedtohome,school,
orcommunityusingscientificexperimentationtoinformthesolutionandapplyingmathematical
conceptsandreasoningtoassistindevelopingasolution.
Studentsdescribeandexplainphenomenabydesigningandconductinginvestigationsinvolving
systematicobservations,accuratemeasurements,andtheidentificationandcontrolofvariables;by
inquiringintorelevantmathematicalideas;andbyusingmathematicalandtechnologicaltoolsand
procedurestoassistintheinvestigation.
SocialStudiesStandard2
Studentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,
eras,themes,developments,andturningpointsinworldhistoryandexaminethebroadsweepof
historyfromavarietyofperspectives.
Performanceindicator:
Studentwillunderstandtherolesandcontributionsofindividualsandgroupstosocial,political,
economic,cultural,scientific,technologicalandreligiouspracticesandactivities.
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SocialStudiesStandard3
Studentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthegeography
oftheinterdependentworldinwhichwelive-local,national,andglobal-includingthedistribution
ofpeople,places,andenvironmentsovertheEarth'ssurface.
Performanceindicator:
Studentwillbeabletointerprettheworldinspatialterms,placesandregions,physicalsettings
(includingnaturalresources),humansystems,environmentsandsociety,throughtheuseof
geography.
AlignmentwithNewYorkStateCurriculum
InELAstudentsread,wrote,listenedandspokeforcriticalanalysisandevaluationbylearningabout,
listeningtoandcreatingaPSAtoacquirefundingforthe"SpaceforRent"project.Studentscreateda
scriptandstoryboardandlearnedfilmmakingandpersuasiontechniques.
InMath,ScienceandTechnologystudentsappliedtheirknowledgeandthinkingskillsof
mathematics,science,andtechnologytoaddressreal-lifeproblemsandmakeinformeddecisionsin
thefollowingmanners:
InMath,studentsaccesseddatafromtheUSCensusBureau,whichtheyusedtocreatedoublebar
graphstodisplay,analyzeandinterpretpopulationgrowthovera100-yearperiod.Thedata
displayedinformationonpopulationgrowthfromtheyear1950totheestimatepopulationinthe
year2050.
InSciencestudentsusedtheirunderstandingofthedestructioncausedbynaturaldisasterstomake
theconnectiontotheirimpactonhumanbodysystems.
InSocialStudiesstudentsusedavarietyofintellectualskillstodemonstratetheirunderstandingofthegeographyoftheinterdependentworldinwhichwelive.Furthermore,studentscreatedmaps
thatexploredthedistributionofnaturalresourcesacrossdifferentsurfacesonEarth.Such
informationwasusedtoestablishzonesthataresufferingfromadearthofnaturalresources.
InTechnology,studentsworkedonExcel,Photoshop,FinalCutExpressandGoogleSketchUp.These
softwareprogramsgivestudentsmasteryofatoolthattheywillbeexpectedtouseintheworkplace
inacorporatejoborcreativeartsfield.
AssessmentPlan
Toevaluatestudentwork,teacherscreatedrubricsthatallowedstudentstoseewhatwasrequiredof
themastheycompletedtheindividualcomponentsoftheprojects.Theserubricsbrokeworkdown
intospecificperformanceindicatorsandservedasachecklistforstudentsandteacherstoevaluate
theirownwork.
Wehavecreatedrubrics(appendixa)forthefollowingproducts:
1. FinalPSAvideoeditinginFinalCutExpress
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2. PSAscript3. PSAstoryboard4. WorldPopulationchart5. ExcelPopulationchartsandgraphs6. MathComputationalGraph7. NaturalResourceMap8.
SocialStudiescontentunderstanding
9. Sciencecontentunderstanding10. 3DdesignwithGoogleSketchup
Procedure
C.McMillan-Math
Asthemathteacher,Ielicitedthemathskillsinvolvedinplanningtoleavetheplanetintheeventofa
disaster.Iguidedtheconversationswithquestionsinwhichthestudentshadtorecalldefinitions,analyzetables/graphs,compareprices,infergrowthofthepopulationandexplainwhytheirchoice
ofshuttlewasthebestchoice.Afteridentifyingtheskills/topics,thestudentshadtodemonstrate
knowledgeoftheskillsbycompletingactivities(foldables,gatheringdata,usingappropriategraphs
andgraphingdata)thataddressedtheidentifiedskill.Thestudentscreatedalinegraphofthe
world'spopulationfrom1950-2030.
E.Solis-Math
AsaMathTeacher,Iguidedstudentsintheanalysisofdatathatshowstheestimatedpopulation
growthfromtheyear1950totheyear2050accordingtoOZIdeas,awebsitethatdisplaysdatafrom
theUSCensusBureau.Then,Iaskedstudentstofindthepercentofpopulationincreaseforthemost
denselypopulatedcountryonthemain7areasoftheworld.Afterthat,studentscreatedadoublebar
graphthatshowedthe1950populationanditsestimatedgrowthbytheyear2050.Thedataanalysishelpedstudentsrealizetheimportanceoffindinganotherplanettomigratetogiventhemassive
populationgrowthinsomeareasofourplanet.Studentteamworkandcollaborationwereessential
forthefulfillmentofthetask.
S.Warcholak-SocialStudies
AsaSocialStudiesteacher,Ibuiltonpriorknowledgeandintroducednewknowledgeaboutahostof
topicsforthisproject.Istartedthetopicsbybuildingalistofjobsthatourmissionspecialistswill
needtoformateamthatcansuccessfullyaccomplishourgoalofsettlingacolonyinspace.
Thestudentsusedtechnologytolookupandresearcheachjobtitlethatourmissionspecialistswill
have.Theyrecordedinformationandansweredquestionsonahandout.Thistaskwasdonein
studentpairs.Oncethehandoutwascompletedthepairscreatedpresentationstosharewiththeclass.ItiedtheideaofourcolonytothecolonialperiodinAmericaandbranchedouttoincludethe
differentfunctionsourhumanspacecolonywillhave.Icreatedaworksheettoguidethestudentsin
theirresearchofeachjobtitle.Itaughtmystudentsaboutthenaturalresourcesweashumansneed
thattheEarthprovides.Wehadopenclassdiscussionsaboutthebasicstressesthatpeopleplaceon
theEarthfortheseresourcesandweinvestigatedtwobasicresourcesofsafedrinkingwaterand
landusageasrelatedtogrowingfood.Weinvestigatedhowpopulationincreaseaddsmoreandmore
demandontheseresources.Ithencreatedahandoutwiththreedifferenttypesofmapsshowingthe
limitedavailabilityofthesetworesourcesandthepopulationdensityofthesurfaceoftheEarth.We
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readthesemapsandcomparedhowthisinformationinformedourspacemission.Ilocatedaworld
maptemplatefromwww.eduplace.comtobeusedinagroupactivity.Thestudents,inpairs,usedthe
websiteGlobalis.qvu.unv.edutocreateresourcemapsforsafedrinkingwater,farmlandusageand
population.Thesemapsfromtheinteractivewebsitewerethenusedtocreatestudentmaps
duplicatingtheinformationonaworldmaptemplate.Thestudentsthencreatedadescriptionofthe
mapkeyonthecompletedtemplate.
J.Allman-Science
AstheScienceteacher,Ifocusedondevelopingthestudentsawarenessofthescientificbasisofthe
EartheventsthatcouldcauseustohavetoleaveEarth.Ifacilitatedtheirinquiry-based
investigationsofavarietyofnaturaldisasters,depletionofnaturalresources,andtheimpacttothe
environmentofoverpopulation.Asthestudentsdevelopedaworkingunderstandingoftheeffects
ofnaturaldisasters,theyalsotiedthisinformationintotheirdevelopingknowledgeofthehuman
bodyandtheinterrelationoftheirorgansandorgansystems.ThestudentsusedtheInternet,
anatomicaldrawings,andSciencetextbookstocompleteworksheetsandgridstoorganizetheir
resultsandfacilitatefurtherresearch.Thestudentsworkedindividuallyandcollaborativelytogather
thisinformation.
S.Arnhold-EnglishLanguageArts
AstheEnglishLanguageArtsteacher,Iusedthestudentspriorknowledgeofidentifyingthemain
ideatointroducePublicServiceAnnouncements.StudentslookedatdifferentprintandvideoPSAs
andcomparedandcontrastedtheiruseofadvertisingtactics,delivery,andpurposewiththoseof
traditionalcommercialadvertisements.Studentswerealsoguidedindiscussingandanalyzingthe
messagesandpersuasiveness.Studentsthenexploredtheuseofstoryboardsandscriptsincreating
videoadvertisementsbylookingatthefeaturesofeach.Studentslookedatwrittendirections,
includingcameraangles,handgestures,andmusic/soundeffectsusedtoexpressemotionandpoint
ofview.Theyalsosawthesesameelementsplayedoutthroughvideoclipssuchasin"GoldRush"
and"CharlieandtheChocolateFactory".Studentsusedinferenceskillstoexplainanddiscusshow
handgesturesandmusicaffectedthetoneofthestory.Nextstudentsworkedtogethertobrainstorm
problemscurrentlyfacedwithinourschoolcommunity.Theydevelopedasamplestoryboardand
scripttoaccompanytheirschoolrelatedPSA,whichwasintendedforanincomingsixthgradeaudience.Studentswerealsoshownclipsfrom"AnInconvenientTruth"tocriticallyanalyzetheuse
ofbothverbalandnonverbalsupportinmakingacase.Studentsthentooktheirothercontent
acquiredknowledgeandcreatedtheirfinalPSAstoryboardandscripttoincorporateallnecessary
elements.
M.Valia-Computers
Incomputers,studentslearnedthetechnicalskillsrequiredtoproducedigitalvideothatwouldbe
executedforthePSA.TheylearnedhowtosourceCreativeCommonsmediafromtheInternetand
importthemintoFinalCutExpress.Theydraggedpicturesintothetimeline,changedtheirlength
andaddedtransitions.Asafinaltouch,theyaddedmusicandtitles.Thisslideshowmovieproject
gavethemexposuretoFinalCutandmadeiteasierwhenwecollaboratedinateacher-ledPSAvideo
production.
F.Portelos-ScienceTechnologyEngineering&Math(STEM)
IntheScienceTechnologyEngineering&Math(STEM)classthestudentswereintroducedto3D
ModelingandDesign.ThesoftwareusedwasGoogleSketchup7.Studentswererequiredtowatcha
pre-recordedscreencastonhowtodesignasimpleoneroomEarthlikehousewithagarageand
pool.Theyhadtodesignthehousewithspecificdimensionsandlearnedalltheimportanttools
neededtocompletethistask.Theythendownloadedsmallercomponentsintothemodelandcreated
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avirtualtour.Nowthattheyhavethatexperience,theywillbeableto3Ddesignfuturehomesforthe
newcolonyinspace.
ImpactofTechnologyonStudentPerformanceandAssessment
Usingtechnologyintheclassroomenhancesstudentlearningbyprovidingengagingapplicationsandresources,whichmotivatesstudentsinlearningnewskills.Lessonswheretechnologyisusedasan
instructionaltoolandtodelivercontentresourcesandtoprovidestudentswithavisualandauditory
representationofwhattheyarelearning.Ratherthanlookingataphotoofaneruptingvolcanoin
scienceclass,theyareabletoseeandhearthelavaandcracklingofavolcano'seruption.Thisis
beneficialnotonlyforstudentswhoarevisuallearners,butforallstudents,asthisismorelikelyto
sparkinquiryandleadtofurtherquestionsraisedbythestudentsratherthanposedbytheteacher.
TheInternetprovidesstudentsaccesstomanyresources,whichopensupadiscoveryprocessfor
studentknowledge,andallowsthemtotakemoreinitiativeinexploringotherrelatedissuesor
problems.Asstudentsconnectmoretowhat'shappeningoutsideoftheclassroom,theyexplore
differentlearningstrategiesandgaincriticalthinkingskills,whichcanbeapplicableinsolvingworld
problems.Furthermore,theyseethemselvesasconstructivelearnerswhoareincontrolofhowthey
gatherandsharetheirknowledge.Websitesalsoallowstudentstoreview,practiceandapplytheirvariouslearnedskillswhilehavingfunatthesametime.
Technologyalsogivesteacherstheabilitytocreatemeasurableassessmentproducts.Studentsare
abletodisplaytheirunderstandingofconceptsandcontentthroughmultiplemeans.As21stcentury
learners,studentsareexpectedtobefamiliarwithmorethanjustMicrosoftWordforwriting
reports.Theynowhavetheabilitytoexpressthemselveswithvideoproductions,podcasts,websites
andcancollaborateandreviewworkscreatedbystudentsoutsidetheirclassrooms.Technologyalso
givestheteachertheabilitytoreviewtheassessmentinprogressandaddressinaccuracies.
Resources
Teacherresources
EnglishLanguageArts
Content
Selectedscenesfromthemovie"AnInconvenientTruth"
Selectedscenesfromthemovie"GoldRush"
Selectedscenesfromthemovie"WillyWonkaandTheChocolateFactory"
http://www.mediacollege.com/video/shots/
SamplePSAVideos
http://www.fightglobalwarmingpsa.com/ViewPSAs.aspx
http://www.universalmusic.com/rockthevote
Science
Content
ScienceandLifeIssuestextbook
http://www.sepuplhs.org/middle/sali/index.html
http://www.colorado.edu/hazards/resources/web/statistics.html
http://www.google.com/Top/Science/Earth_Sciences/Natural_Disasters_and_Hazards/
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DiscoveryEducationStreaming
HumananatomydiagramsSEPUPkits
SocialStudies
ContentGlobalis.qva.unv.edu
www.nasa.gov
SmithsonianDocumentary"HowtheEarthwasMade."
Selectedscenesfromthemovie"Armageddon"
BlankWorldMapfromeduplace.com
www.wisegeek.com
Math
Content
BrainPopwww.brainpop.com
ImpactMathtextbookMathHotTopics
OZIdeasWorldPopulationGrowthin100years:http://home.vicnet.net.au~ozideas/poptables.htm
Computers
Content
Teacher-createdscreencasttutorialsinExcelandPhotoshop
STEMLab
ContentTeacher-createdscreencasttutorialsinGoogleSketchup
Instructiontechnologyresourcesforallclasses
Flipcamstodocumentstudentperformance
GorillaPodstostabilizetheFlipCams
CannonHDcameratofilmPSA
ZoomdigitalaudiorecordertorecordPSA
SmartBoards
Teacherlaptops
Projectors
GoogleAppsandGoogleSites
Studenttechnologyresources
Laptops-PCs-printers
Teachermadehandouts
GoogleApps(i.e.email,docsharing,sitecreation)
Notebooks-Pens-Pencils
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MicrosoftExcel
Tologdataandcreategraphsoftheirdata
AdobePhotoshop
Tocreatelogosoftheirprofessionalroles
FinalCutExpress
Videopostproduction
GreenscreenandhotlightsAllowforChromaKeyingoutthebackgroundtoinvolvenewsettings
ApplePages
BlankScript
Instructional/EnvironmentalModifications
Inordertoaccommodatetherangeofabilitiesofourstudents,groupingwasdonewith
considerationsforstudentstrengths,weaknesses,andemotionaldisabilities.Studentsinneedof
additionalsupportwerepairedwithastudentwhowasmeetingthestandards.Likewise,some
studentsgotadditionalacademicandbehavioralsupportfromaneducationalassistant.Groupsize
wasalsovariedbyassignedtask.Insomeinstances,setupoftheclassroomwasdoneina"U"shape
toallowacentralareaforteacherequipmentforpresentationsandmaximumteacheraccessto
groups.
Instructionwasdifferentiatedthroughhandsonactivitiesassignedbyability,andbyproviding
studentswithvariouscompletionoptions.Whenneeded,informationwasrewordedandrephrased.
Graphicorganizersandchartswereusedtopresentandorganizekeyideasandshowrelationships.
Startersentencesandclozewritingpromptswerealsogivenforsomewrittenassignments.
Teachermadematerialsincludedvisualrepresentations,printedinformation,andtechnology
integration.Computerinstructionwasdeliveredthroughsegmented,user-controlledscreencast
lessons.Studentshadtheabilitytopauseandrewindthevideosiftheymissedsomethingorre-
watchentiresections.Studentswereincontroloftheirentirelearningexperience,andasaresult
wereabletoaskhigher-orderquestionsbecausetheycouldpickuptheproceduraltasksmore
efficiently.Theuseofscreencastsalsoallowedforone-to-oneworkwithstudentswhodidnot
respondwelltothevideos.
TimeRequired
Theentireprojectanditscompletiontookapproximately5weekstime.Aspartofplanning,alaunch
partytookplaceinwhichateleconferenceinformedstudentsoftheirtaskandinvitedthemtobegin
thinkingofwhatthisprojectwouldlooklikeineachoftheircoresubjects.Inaddition,eachteacher
selectedbetweentwotothreestudentstohavelunchwithtofurtherengageandmotivatethemin
theirparticipationintheSpace4Rentproject.Teacherswereabletodiscussspaceexplorationand
reviewwebsitesandvideoclipsprovidingfurtherinformationduringthistime.
Planningforcontentarealessonstook6hoursperweekperteacher,includingfindingappropriate
resourcesandcreatingstudenthandouts.Taskswereplannedtotakebetweenoneandtwoperiods
toimplement,eachperiodconsistingoffortyminutes.Lessonsprovidingimportantinformationand
theintroductionofnecessaryskillsforcompletingtheprojecttookbetween2and3classperiods
eachweekforfourweeks.Informalassessmentwasongoingthroughoutthecontentareas,whilethe
assessmentofthefinalprojecttookoneweek.
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Reflection
Thiscrosscurriculumprojectwasdevelopedtointegratetechnologyintothelearningexperience
andincreasestudent'sproficiencyinseveralnewtechnologies.Space4Rentwasdevelopedin
alignmentwiththeNewYorkStateCoreCurriculumLearningStandardsforgrade7.
C.McMillan-Math
Thestudentsweremoreengagedwiththetechnologywhenitrelatedtoreallifesituations.Itwas
lesschallengingtokeepthemontask,oncetheywereengaged.Italsomotivatedthemtocomplete
thetraditional(paper,pencil)assignments.Itinformedmeabouttheamountoftechnologythey
knowandtheamountthatIdidn'tknow.Iknowthatinordertobemosteffectiveforthesestudents,
Imustincorporatetechnologyinmydailyinstruction.Thisprojectreallyreflectsourmantra:"At
Dreyfus,welearn,growandsucceedtogether."
S.Warcholak-SocialStudies
TheSocialStudiesstandardtocompareandcontrastdifferentmaptypesandanalyzeinformationwasusedtoaddressthelocationofnaturalresourcesandpopulation.Thestudentsthenuseddatato
createtheirownnaturalresourceandpopulationmapstodiscoverthetiebetweenwhichareasof
theworldshouldbetargetedforparticipationintheSpace4rentworldproject.Thecorecurriculum
thataddressesgeography,naturalresources,andenvironmentalconcernswasusedinthesetasks.
Everyaspectofthistaskthatutilizedtechnologywasgreetedwithenthusiasmfromthestudents.
Withthisinmind,Ineededtoculminateeachtaskwithatechnology-basedactivity.Thisheldthe
studentsengagedasnewmaterialswereintroduced.Whentheyunderstoodthattheywouldbeusing
thisnewmaterialinacomputerbasedactivitytheirfocuswassharpened.
S.Arnhold-EnglishLanguageArts
IncorporatingtechnologyintoEnglishLanguageArtsprovidedstudentswithopportunitiestoseereal,currentexamplesofPublicServicesAnnouncements.Thisallowedthemtolookatfeaturesand
commonalities,inordertogainbetterunderstandingofthepurposeofaPSA.Watchingand
analyzingbothclipsandprintversionsengagedthestudentstolookforthemainideaofthePSA,as
wellaschallengedthemtothinkcriticallyaboutmessagesmadetothepublicaboutseriousissues.
Moststudentsrespondedwelltointerpretingstoryboardsandcreatingtheirown,whileothers
expressedfrustrationduetotheirpoordrawingskills.Collaborationamongtheinvolvedteachers
wasencouragingandproductive,resultinginmanycrossconnectionsofthemesandconcepts,which
wasevidentthroughstudentresponsesanddiscussions.Studentdiscussionsshowedmorecontent
relatedcriticalthinking,andpeerinteraction.Thegreatestchallengeforthisproject,however,was
theemotionaldisabilitiesofsomestudents.Despitetheintegrationoftechnologyandthesupportive
resourcesprovided,somestudentshaddifficultystayingwiththebiggerpictureoftheprojectand
wantedtoskipthroughtothefinalproject.Inaddition,theallotmentoftimeaffectedthedepthofthe
contentandtherangeofskillspresented.Afterbeingpartofthisprogram,Ilearnedofdifferentways
toincorporatetechnology,andhowpowerfulitcanbeforstudentstocreateacurriculumthat
connectscontenttogether.Thestudentpopulationinvolvedinthisprojectbenefitedfromrepetition
andreinventionofthepresentationofconcepts,andthisparticularprojectallowedforstudentsto
gainconnectedinsightinvariouswaysfromallsubjectareas.
E.Solis-Math
Beingpartofthe"SpaceforRent"programwasagreatexperienceformeasaneducator.Itgaveme
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theopportunitytointegratedifferentformsoftechnologyasItaughtmystudentshowtofind
percentofincreaseandhowtocreateadoublebargraphs.Studentsinmyclassrevieweddatafrom
websitesontheirlaptopsandvideorecordedlessonsummariesusingFlipcameras.Furthermore,
basedontheirownin-classdataanalysis,studentswereabletointeractwithotherclassmatesand
discusstheissueofmassivepopulationgrowthinsomeareasoftheworldandhowitcanimpact
people'swayofliving.
Nevertheless,obtainingstudentcommitmentwasamajorchallengetowardsthefulfillmentofthe
task.Manyofthemwerenotseriousabouttheprogram,especiallyatthebeginning.However,as
studentsbegantointernalizethetask,theygotmoreinvolvedandbegantomeetsomedeadlines.
Aboveall,"SpaceforRent"hastakenstudenttostudentandstudentteacherinteractiontoahigher
level.Everyteacherintheprogramhadlunchwithatleasttwostudentsintheprogramandgotto
knowtheirstudentsbetter.Teacherinteractionandcollaborationhasimprovedaswell.Duetothe
"Space4Rent"program,teachersintheprogrammeetmoreoftenandsharedifferentideasasto
howtoworkbetterwiththeirstudents.
M.Valia-Computers
Astheschool'stechnologycoordinator,partofmyroleistofacilitatecomputersandinstructional
resourcesforteachersandtheirclassrooms.Theselasttwomonthsallowedmetoseesixofmycolleaguestakethoseresourcesandputthemtoworkinacollaborative,interdisciplinaryproject.
TheseteachersexcelledinwaysIhaveneverseen.Theyworkedcollaborativelyonplanningand
studentworkinGoogleDocs;recordedthestudentlearningexperiencewiththeirFlipCams;made
theirmaterialvisualwithstreamingvideosandengagingwebsites.Teacherswereenthusiasticabout
incorporatingtechnology,andcollaboratedeffectivelytoachievetheirgoals.Ilearnedthatbig
projectsarepossibleandthatgiventheresourcesandtime,teacherscanmaketheirclassroom
experiencemoreengagingforstudents.
IfeeltheSpaceforRentprojectgavestudentsachancetoacquire21stcenturytechnologyskillsthey
cancarrywiththemtohighschoolandtheworkforce.TheyexpressedtheircreativeskillsinAdobe
Photoshopwhentheycreatedlogosrepresentativeoftheirprofessionalroleintheproject.They
workedwithHDcameras,greenscreensandindustry-standardvideoeditingsoftware.Whentheygo
tohighschool,theywillbeabletocreatedocumentaries,commercials,andshortfilmsforgroupprojectsinsteadofboringposterboardsorPowerPointpresentations.
J.AllmanScience
Thiscrosscurriculum,technologybasedlearningexperienceenabledthetargetedstudent
populationtouseawidevarietyoftechnologicalapplicationstocreate,editandpresent
information.Studentlearningwasenhancedbytheabilitytousetechnologytoaccessrealtimedata,
researchanddevelopstatisticalinformation,andfacilitatemodelcreation.Educationalconcepts
werepresentedandintroducedinafashiondesignedtobroadentheirunderstandingwithinan
expandedframework.Theestablishedthemegavestructureandcontexttotheirlearningacross
curriculumareasandfocusedandcenteredtheiroutput.Studentswereengagedandcuriousabout
thenewtechnologiesandexcitedabouttheopportunitytoaccessandpresentdatainanewmanner.
Studentswhowerepreviouslyapatheticwereexcitedaboutthechallengespresentedbythisproject.
Asaneducator,Ifeelthisexperienceprovidedanormallydisengagedpopulationaccesstolearning
atalevelwheretheycouldsucceedparticularlywhentheyhavestrengthsinverbalpresentation
ratherthanwrittenpresentation.Studentsalsobenefittedfromworkinginteamsstructuredtotake
advantageoftherelativestrengthsandweaknessesoftheindividualparticipants.Theopportunityto
workcollaborativelywithcolleaguesindevelopingcurriculumandlearningnewtechnologieswill
enhancemyteachinginthefuture.
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F.Portelos-STEMLab
Ifoundthatthestudentscametotherealizationthatatopiccanbeconnectedtoalltheirclassesand
inturntheknowledgeobtainedfromalltheirclassescanbeusedtocreateoneproduct.Ifeelthatmy
classisalreadyamixofdifferentsubjectsandthisprojecthelpedmystudentsmaketheconnections
andseethoselinks.
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AppendixARubrics
FinalPSAvideoeditinginFinalCutExpress
Thisrubricismeanttobeachecklistforstudentstorateeachotherduringpeerreviewaswell
asafinalassessment.Itisourphilosophythatstudentsshouldalwaysreachforafourandnot
worrywhatanythingelselookslike.
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PSAscript
Thisrubricismeanttobeachecklistforstudentstorateeachotherduringpeerreviewaswell
asafinalassessment.Itisourphilosophythatstudentsshouldalwaysreachforafourandnot
worrywhatanythingelselookslike.
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PSAstoryboard
Thisrubricismeanttobeachecklistforstudentstorateeachotherduringpeerreviewaswell
asafinalassessment.Itisourphilosophythatstudentsshouldalwaysreachforafourandnot
worrywhatanythingelselookslike.
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WorldPopulationchart
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MathComputationalGraph
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NaturalResourceMap
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SocialStudiescontentunderstanding
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Sciencecontentunderstanding
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AppendixB-StudentWork
C.McMillan-MathPopulationchart
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E.Solis-Mathpopulationbargraph
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S.Warcholak-SocialStudiesnaturalresourcesmap/projectroleresearch
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J.AllmanScienceNaturaldisasterseffectonhumanbodysystems
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S.Arnhold-EnglishLanguageArtsstoryboardandscript
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Script
THE EARTH IS IN DANGER!
ITS TIME TO BOUNCE
by
738
EXT. SCENE DESCRIPTION -
NASA headquarters. Wide over the shoulder shot of NASA
sign. Four men walk into the headquarters.
Mathematician, Sociologist, Environmentalist, and
Cosmologist. Medium paced tempo music playing.
INT. SCENE DESCRIPTION-
Conference room with all members sitting at a large
table, panel-style. Cut to Governmental officials
sitting on the opposite side of the table. Cut back to
scientists.
ALEXIS, COSMOLOGIST
Mr. President, were running
out of time. We need to leaveEarth! Were running out of
natural resources. Our
population is growing and the
planet will not hold many more
people. There are more natural
disasters now than ever. We
need money fast to leave Earth
and find another planet to
live on.
CHRISTOPHER, SOCIOLOGISTThe world is running out of
natural resources. Farmland is
being destroyed for buildings
and factories. (Cut to close
up of farmland map.) This is a
map that shows how were
losing farmland. Everyday,
animals are being killed and
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theyre losing their homes.
Unnecessary water is being
used and this is causing some
people to go without water and
die. People are dying from
famine because animals dont
have enough water to drink.
(Cut to close up of water
map.) This map shows how much
water is left. Were also
losing water because of
pollution. An example of this
is the recent oil spill in the
Gulf of Mexico. (Cut to
picture of oil spill.)
ISAIAH, MATHEMATICIAN
While our natural resourcesare decreasing, our population
is increasing. In the United
States, our population is
projected to grow to
267,810,000 by 2050. And
thats just in the United
States! (Cut to population
chart.) As you can see from
the chart, Chinas population
will increase to 1,424,000,
000. The population of Nigeria
will increase by 1,021.25%. Ifthe population continues to
grow, then well run out of
natural resources such as
fresh water, plants and trees,
farmland, oil, and clean air.
As the population increases
faster, the natural resources
are decreasing faster.
JAMIE, ENVIRONMENTALIST
Even though we can controlpopulation and natural
resources, we cant stop
natural disasters. They cause
fires, deaths, destruction of
crops, farmland, and many
injuries. Wild fires and
volcanoes can damage lungs.
Earthquakes can destroy your
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skeletal system. Floods from
hurricanes cause damage to
your lungs and heart. Some
research shows that natural
disasters such as hurricanes,
tsunamis, and tornadoes are
caused by global warming. (Cut
to picture of tornado.) If we
move to a new planet we may be
able to start over.
ALEXIS, COSMOLOGIST
Therefore we need money to
leave Earth. We need to build
a space ship, find another
planet, and research how to
find natural resources on that
new planet. We also must builda dome or find a way to adapt
to live in another
environment. In conclusion, we
need the money to leave our
planet.
INT. SCENE DESCRIPTION-
Governmental officials clap and stand. Scientists shake
hands with officials.
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M.Valia-ComputersExcelpopulationgrowth/projectrolelogo
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F.Portelos-ScienceTechnologyEngineering&Math(STEM)
GoogleSketchUpSpaceHouse
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FinalPSAVideoishostedonlineat:
http://spaceforrent.IS49rocks.com
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