Toshiba America: Soar! Sample Project Template

Project Design Template
 
Project Title: Is the Water Clean?
 
Author: Deb Stevens
 
Project Idea: Investigation of water quality
Class discussion: North Mountain Shale Mine (Continental Brick)
Panel Discussion: Summit
Extra Credit Analysis

Entry Event: Introduction to water quality testing using SMART labs, Pasco, and LaMotte test kits
 
Power Standard: 

Content Standards & Objectives:
SC.0.C.2.4: “Produce electron configurations and orbital diagrams for any element on the periodic table and predict the chemical properties of the element from the electron configuration
SC.0.C.2.5: “Illustrate Lewis’ dot structures for representative (main group) elements
SC.0.C.2.7: “Predict the type of bonding that occurs between atoms and characterize the properties….”
SC.0.C.2.10: “Construct models to explain the structure and geometry of organic and inorganic molecules”
SC.0.C.2.17: “Perform mole calculations…molarity..,”
SC.0.C.2.18: “Compare and contrast Arrhenius and Bronsted-Lowry definitions of acids and bases”
SC.0.C.2.19: “Compare methods of measuring pH: indicators, indicator papers, pH meters”
SC.0.C.2.21: “Investigate and explain water’s role as a solvent based upon principles of polarity of substances”
 
Water unique properties are a result of the hydrogen bonds and polarity of its bent structure.  Water is described as a “universal solvent.”  Water quality issues arise owing to water’s unique properties.  Water quality issues, pH, nitrates, heavy metals dove-tail well with lessons regarding solubility, pH, and molecular geometry.
 
 
Identify the objectives explicitly taught or learned through discovery within this project design; identify the learning targets and the evidence of student mastery for each learning target within each objective. Be sure the project meets the criteria for standards-focused PBL.
 
 
Objectives Directly Taught or Learned Through Discovery
Identified Learning Targets
Evidence of Success in Achieving Identified Learning Target
The main objective is to help students understand that the underlying chemistry of water molecules  impacts its role as a “universal solvent” setting the stage to understand its role in water pollution
 
 
The students used the probe-ware to test water samples from the retention pond on Musselman campus.
TSWBAT…build the molecular models using the oxidation numbers, electron configurations, Lewis Dot diagrams to identify the bent water structure ,explain why water  is a universal solvent, and water’s role in water pollution.
 
 
 SC.0.C.1.1
"Students will implement safe procedures and practices when manipulating equipment, materials, organisms, and models."
 
SC.0.C.1.4
"Students will design, conduct, evaluate, and revise experiments..."
 
SC.0.C.2.21
"Students will investigate and explain water's role as a solvent based upon principles of polarity of substances"
 
SC.0.C.2.19
"Students will compare methods of measuring pH: indicators, indicator paper, pH meters."
The best evidence is the reports.
The teacher also used extensive class discussion to see if students were getting the idea.
 
21st Century Skills: Identify the Learning Skills and Technology Tools Standards that students will practice in this project.
 
21st Century Skills
Learning Skills &
Technology Tools
Teaching Strategies
 
Evidence of Success
Information and
Communication
 21.C.0.9-12.1.LS.1
"Student recognises information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and /or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.
 The extra credit project was offered as a means for students to demonstrate some of the skills and information they had used through-out the school year.  The teacher opened up the assignment, distributed the rubrics, and instructed students to put together the project independently.
 Here is one example.
http://docs.google.com/present/edit?id=0ATTEBzvh3iKCZGY0cnp3ZDlfMzcxN2d6d2puY3c&hl=en
 
Thinking and Reasoning Skills
 21.C.0.9-12.2.TT.3
"Student uses multiple electronic sources of information and multiple technology tools and resources tools...to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.
 As mentioned above, the students was instructed to access a variety of tools to research and analyze the question, "Is the water in Berkeley county clean?"
 See example above.
Personal and Workplace Skills
 21.C.0.9-12.3.TT.6
"Student evaluates and applies technology tools for research, information analysis, problem solving, content learning, decision making, and lifelong learning."
 The question posed in the assignment required considerable analysis and problem solving.  Additionally, the instructor wanted the students to consider the water quality in their area, in light of
 
 
 
Performance Objectives:  What must all students know and be able to do as a result of this PBL experience?
 
Know: Students must be able to name, write formulas and configurations, draw Lewis dot diagrams, assign oxidation numbers, and construct the molecular geometry for molecules, such as water.
Students must describe properties of acids and bases, understand that pH is a function of the hydrogen ion concentration, be able to calculate pH, and write net ionic equations.
 
Do:
1. Students must be able to dilute solutions, use Smart-lab, Pasco probes, LaMotte test kits, pH paper, pH indicators to determine pH and chemical properties of solutions.
2. Students must be able to interpret the data they collect and understand the implications of the water data they collect.
3. They must be able to access and evaluate online information and use it to determine what clean water represents.
4. The students must be able to draw on class discussions, inquiry-based labs, news articles, web sites to evaluate information.
5.  The students must be able to pull from their experiences, discussion, lectures, and research to determine whether the water is clean or not.
 
 
Driving Question: Is the water clean? (How do we know if it is clean?)
 
 
 
Assessment Plan:  
 
Major Group Products
 
Water testing using SMART lab, Pasco, and LaMotte kits
 
 
Major Individual Projects
 
Extra Credit Water Quality analysis
 
Assessment and Reflection:
 
Rubric(s) I will use: (Check all that apply.)
Collaboration
 
Written Communication
x

Critical Thinking & Problem Solving
x
Content Knowledge
x

Oral Communication
 
Other
 
Other classroom assessments for learning: (Check all that apply)
Quizzes/ tests
 
Practice presentations
 x

Self-evaluation
x
Notes
 

Peer evaluation
 
Checklists/observations
x

Online tests and exams
 
Concept maps
 
Reflections:     (Check all that apply)
Survey
 
Focus Group
 

Discussion
 
Task Management Chart
 

Journal Writing/ Learning Log
 
Other
 x
 
Map the Project: Examine one major product for the project and analyze the tasks necessary to develop a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Do the products and tasks give all students the opportunity to demonstrate what they have learned?
 
Product: Water Quality Report
 
Knowledge and Skills Needed
Already Have Learned
Taught Before the Project
Taught During the Project
1.    How to measure pH and chemical water quality measures (nitrate, phosphate, etc.)
 
x
x
2.    Implications of water quality parameters
 
x
 
3.    Research
x
x
 
4.    Analyze water quality data
 
 
x
            5. Use of a variety of technological tools such as presentation tools, GIS, online research, etc.
 x
 x
 
 
 
 
 
 
 
 
Resources:
             
              School-based Individuals: Deb Stevens
 
              Technology: Computer and associated software: "My World", Google Earth, Cacapon Institute's web site, etc.
 
              Community Partners: Opequon Creek Project and Cacapon Institute
 
              Materials: LaMotte test kits, Pasco and SMART lab probe ware
http://docs.google.com/Doc?docid=0ATTEBzvh3iKCZGY0cnp3ZDlfNDI4M2hmM2J0ZjQ&hl=en
 
 
 
Manage the Process:
Earlier in the school year, the teacher had the students learn how to collect data with Pasco probes, SMART lab, pH paper, and LaMotte test kits.  Over the course of the school year, the instructor had introduced students to a variety of tools, such as concept mapping, "My World", etc.  During the e-forum project, the teacher spent time having the students reflect on different water quality problems.  The students also read several related articles, such as “Nitrogen from Fertilizers” (ChemMatters, April 2010).  Additionally, right before the Summit, there was a public hearing regarding the North Mountain Shale project.  Several students attended the public hearing and wanted to discuss the issues in class the following day.  As a result of numerous class discussions, the instructor modified the Panel Discussion and Summit questions to reflect on the local issue and tie the issue to water quality.  At practically the same time, the explosion at Big Mountain brought home issues surrounding coal’s extraction.  The teacher used these current events to modify her plan and help tie the issues to her PBL by incorporating them into the Panel Discussion and Summit questions that led to the Summit.
 
This project was presented late in the school term as an extra credit project.  During class, the teacher led the students in a discussion regarding water quality.  Students worked independently and electively on their power point presentations.  Students brought their presentations for an informal review with the teacher prior to submission.
 
Project Evaluation: Students used the http://docs.google.com/Doc?docid=0ATTEBzvh3iKCZGY0cnp3ZDlfMTA2YzV4OHI3ZzI&hl=en
 
Extra Credit Water Quality Report (500 pts.)
“Is the water in Berkeley County clean?”
 
_______ Power-point presentation, concept map, or type-written report
 
_______ Answers the driving question
 
_______ Contains the location of the specific stream identified
 
_______ Identifies the watershed (12 digit HUC code)
 
_______ Has a topographical map or satellite image of the watershed
 
_______ Refers to My World or Arcview GIS data (and includes snap shots)
 
_______Uses EPA, WVDEP, USGS, etc. to determine the water quality status
 
_______ Includes water quality data
 
_______ Explains the implications of any findings (For example, if the nitrate levels are higher than recommended, is the well neighboring agricultural fields?  Which population group is vulnerable to high nitrate levels?  For example, infants who drink formula can suffer from “blue baby syndrome.”
 
_______ Includes an analysis determining whether the water quality at the specified location is “clean”
 
_______ Includes MLA citations for all references, including all web sites
 
_______ Power-point slide shows should include at least 15 slides
 
_______ Concept maps should include a minimum of 50 nodes
 
_______ Type-written reports should be a minimum of five pages (10 point font, double-spaced)
 
_______ Is suitable for submission to WVU
 
 

Toshiba America Grant: Discussion of Alternatives

Discussion of Alternatives:
Deb Stevens held informational meetings with staff, partners, and students to determine Winchester Academy’s goals for Soar in its initial phase.  She has worked with Frank Rogers, the director of Cacapon Institute, over the past eight years; they walked the campus together to make an informal assessment of needs.  Deb held a grant workshop with staff after school and a series of planning meetings with the high school students and staff to determine the appropriate scope for Soar.  Additionally, she sent a proposal to a parent volunteer for review.   All parties or stake-holders agreed that the students need more integrated technology and relevant ‘greenscape’ projects for the campus.  During these discussions, some project ideas such as a green roof and permeable pavement were put on hold for this year.  Both projects require extensive research and planning to move forward and may be considered in the future.  Frank Rogers felt that given the present school population, the pavers were not necessary to accommodate overflow parking for events.  As the School grows, this solution may be necessary.  The roof must be assessed by an engineer before attempting to install a green roof on the flat portion.  Additionally, the cost and transport of the special soil needed may prove to be an obstacle and requires more research.
Winchester Academy does not have an environmental program presently.  Upon consultation with the stake-holders, Soar should build the program in stages.  The first logical step is to create base-line data, collect maps and satellite images, and introduce students to some basic environmental principles, such as watershed dynamics or hydrology.  Energy as a theme was considered because there are many topics, projects, and curriculum available for students in grades 6-12.  Instead, Watershed  was selected as a theme because it helps students understand their local community and ecosystem through the study of local watersheds in the context of the Chesapeake Bay.  Additionally, Deb Stevens has a number of contacts and resources pertaining to watershed dynamics.  For several years, she took part in the WV Watershed Dynamics Project and decided that GLOBE’s Chesapeake Bay Watershed Dynamics project would be a good way to launch a comprehensive environmental program at Winchester Academy.  Additionally, Deb took part in Northwestern University’s LATE program several years ago and a GIS program through West Virginia University more recently.  GLOBE’s project offers Fieldscope which would add a GIS component without the cost of ESRI’s Arcview software.
Lastly, the main consideration was how to effectively integrate user friendly, low cost technology.  Most of the program’s funds are ear-marked for tools, trees, water-testing equipment.  Any technology has to be suitable for data collection; both Vernier and Pasco sensors have their pros and cons.  Deb decided to include both types but limit the number of interfaces and sensors: temperature, pH, and conductivity.  She has one dissolved oxygen probe on hand.  Instead , funds will go toward kick seines, a secchi disk, tennis balls, and ice-cube trays needed to do field work at a stream.  Winchester Academy students bring their own devices and graphing calculators to school; there are several TI 84 calculators, iPads, and laptops available to cobble together enough devices to collect data.
So, in the end, the project will use as many free programs, apps, and on-line activities for instruction as possible.  Students will plan two planting days in the fall and spring, select the trees, build raised beds and a greenhouse, take part in stream assays, and work with Cacapon Institute both on its e-school and with representatives, live.  Our goal is to improve the campus, incorporate environmental studies into the curriculum effectively, and develop student leaders interested in citizen science.

Toshiba America Grant Budget

Budget	$4,980.95
Greenhouse
	Greenhouse kit				1		500
		(free shipping)
Trees
	Douglas fir or similar				25	50	1250
	Stake systems				25	12	300
Raised Beds
	Landscape fabric		(roll)		1	25	25
	Landscape ties				50	8	400
	Landscape nails				30	5	150
	Topsoil	(ton)			2	50	100
	Mulch	(ton)			1	50	50
	Native Plants				50	10	500
Water Quality
	Lamotte water kit				1	400	400
	Macro ID cards				1	46.25	46.25
	Ice cube trays				3	2	6
	Secchi tube				1	43.25	43.25
	Kick seine				1	50	50
	Test strips				1	13.95	13.95
Sensors
	Vernier pH probe				1	79	79
	Pasco pH probe				1	79	79
	Airlink interface				1	159	159
	Vernier steel temperature				1	29	29
	Pasco steel temperature				1	30	30
Tools
	Shovels				12	20	240
	Rakes				4	20	80
	Hammers				6	10	60
	Wheelbarrow				1	75	75
	Buckets				12	5	60
	Screw driver				2	50	100
	Screws				3	5	15
	Nails				6	5	30
	Gloves				12	5	60
	Tape measure				1	25.5	25.5
	Flags				1	25	25
							4980.95

Toshiba America Sample Lesson

Sample 5E Lesson:  Watershed Dynamics Introduction
Time: One half-day workshop of 3 ½ hours
Skill Sets: Math models, data collection, and analysis
Objectives: Students in grades 6-12 will understand what is a watershed and learn available technology and skills relevant to the Watershed project.
Engage: What is a watershed?  What is your watershed address?
Paper bag watershed activity
EPA’s Surf Your Watershed Site
Enviroscape Watershed Model (with script)
Explore:
Students will work in pairs at Cacapon Institute’s e-school’s interactive games to learn about watersheds, best management practices, and virtual stream.
Students will work in pairs to complete Project Wet’s Incredible Journey exercise
Pairs will complete Project Wet’s Color me a Watershed activity.
Explain:
Students will use Winchester Academy’s Watershed Dyanmics Google Classroom links to engage in tutorials, videos, and online learning modules for GLOBE, Fieldscope, IHMC, and ArcView Explorer.
The Earth Science students will show students in grades 6-8 how to use Vernier  and Pasco sensors to collect data.
Extend:
 Model with mathematics.
Calculate water volume.
Calculate stream flow.
Use precipitation data to determine annual values. Specifically, plot precipitation data for water volume entering and leaving a given watershed.
Volume Loss for Chesapeake Bay Exercise
       Procedures:
 Trace the map of the Chesapeake Bay onto 1 cm grid graph paper.
Calculate the approximate area of the Chesapeake Bay using this formula: Area = U (I + B/2)
               U = the area of one square (400 square miles)
               I = the number of full squares
               B = the number of border squares
          1 square mile = 27,878,400 square feet
         1 cubic foot = 7.48 gallons of water
         Volume of water lost in cubic feet multiplied by depth of water
Calculate volume in flow to the Chesapeake Bay.  Enter the data set into the graphing calculators, plot a scatter plot, and calculate the equation of the line.  Calculate the volume of water in cubic meters falling within a specific watershed area during a year and use the equation (math model) to calculate the volume of water falling into a watershed during a year the region received a total of 50, 100, 129, 150 cm of precipitation.
Evaluate:
The Color Me a Watershed exercises will be completed and evaluated for accuracy.
Students will submit their math equations and calculations for evaluation.
Each student will log the training exercises completed with artifacts demonstrating proficiency on spreadsheets logs submitted to Google Classroom.
Students will demonstrate proficiency using both Vernier and Pasco sensors on a variety of platforms, devices, and interfaces.
Resources:
http://www.mtu.edu/cls/education/development/lessons/pdfs/HillWatershed2004Unit.pdf
http://www.cacaponinstitute.org
http://aqua.org/learn/~/media/Files/Learn/Education%20Baltimore%20PDFs/Teacher%20Booklets/WatershedMoments_EdBooklet.pdf
http://www.nextgenscience.org/sites/ngss/files/MS-ESS_Watershed_Study-Nov%202014.pdf
http://www.usc.edu/org/cosee-west/Aug08/LessonPlans/ChesapeakeBayRelatedLessons.pdf
http://www.pasco.com/file_downloads/Equip-Lists/Earth_Science_through_Inquiry.pdf

Toshiba America Grant Objectives

Objectives/Planned Outcomes
Soar’s driving goal is to establish an environmental program at Winchester Academy to include all students in grades 6-12 with the high school students taking on the responsibilities of leadership and stewardship in our School community.  To that effect students have these specific objectives for the first year of this program.
To establish base-line air, water, and soil data from the well and grounds on the property.  Part of the base-line data is to assess the health of the trees, amount of erosion, and gauge which projects are most urgent.  This assessment will be performed by the high school students with the help of experts from our partner, the Cacapon Institute.  Students will use both Vernier and Pasco Scientific sensors to collect data and annotate Google Earth with their findings.
To incorporate appropriate technology into the program.  For example, Winchester Academy uses Google Classroom as a Learning Management System.  The grant manager, Deb Stevens, has created  a Watershed Dynamics classroom to organize the Soar program and catalog resources for the students: Cacapon Institute’s e-school with a virtual stream, the GLOBE training modules, GLOBE’s Chesapeake Bay Watershed Dynamics program, National Geographic’s Fieldscope, the Netlogo runoff calculator, Arcview Explorer, Vernier’s Loggerlite software, Pasco’s Sparkvue app, IHMC c-mapping software, and the Google’s suite of office documents, calendars, etc.  Technology is important for this STEM initiative; our objective is to use the wealth of free material creatively to assemble a robust program.
To establish two planting days each year, one in the fall and another in the spring.  The fall planting this first year will focus on planting fifty trees along the road behind the School which leads to a convenience center maintained by Frederick County.  Additionally, during the fall planting, students and volunteers will mulch existing gardens and trees, re-seed eroded areas, and remove Ailanthus trees adjacent to the parking lot.  The spring planting the first year will center on building and planting raised beds along the walls of the Cottages and the front of the main building, installing rain barrels, and assembling the greenhouse.
To incorporate regular seminars, field days, stream assessment, lectures, and workshops into the School’s curriculum.  Over the course of the school-year, speakers and workshops will be scheduled to incorporate programming into the curriculum.  For example, half-day technology seminars will introduce students to the technology mentioned above.  Cacapon Institute will provide speakers to address Watershed Dynamics.  The students will take part in Project Wet and Project Learning tree training workshops.  Students will collect and analyze stream data from local streams within a few miles of the School’s campus.
To create outreach programs and projects.  The high school students will use lessons, activities, and tools to create their own lessons to teach the younger students at Winchester Academy.    For example, the high school students will first receive instruction with an Enviroscape watershed model, review and revise the script, and then instruct students in grades 6-8 with the model.  The training sessions and workshops the high school students experience will fuel their lessons they create for the younger students.  For example, after learning how to collect data with the sensors, the high school students in turn will instruct the younger students.  For Winchester Academy’s environmental program to grow, all of the students in grades 6-12 should have experience using technology and collecting a wide variety of environmental data.

Toshiba Grant

We were awarded a watershed grant from the Toshuba America Foundation!  Stay posted for updates on the project.

Project Based Learning

PBLs or Project Based Learning experiences offer students an opportunity to do meaningful research.  Typically, the project starts with a driving question students answer through webquests, guided lab activities, models, or research.  The research concludes with a culminating activity, such as a presentation, poster display, working model, etc.  Our class will create wiki spaces with information, videos, graphics, etc.Buck Institute for Education has a complete guide and examples to follow.

WA: Earth Science Natural Disaster PBLs

Project Based Learning or PBL
The student are outlining material on weathering, erosion, mass movements, water resources, and groundwater resources in preparation for a series of projects using a PBL approach.  The class will start with Cacapon Institute's (www.cacaponinstitute.org) Stream Cleaner.  Cacapon has a number of resources, games, virtual stream assays, and documents on its eschool.  Our class will work through these activities both to gain experience with a robust PBL and to prepare for a stream assessment field trip in the spring.

Apologia: Physical Science Motion

Physical Science: Motion
Key Terms:
Acceleration
Average Speed
Distance
Motion
Position
Relative Motion
Reference Point
Speed
Velocity

Key Concepts:
1.  An object's motion can be predicted.
2.  Motion is a change of position.
3.  Acceleration measures changes in velocity.
4.  Speed and velocity are a function of distance and time.
5.  Velocity is speed in a given direction.
6. Acceleration is a function of velocity and time.

Objectives:
1.  Perform a series of labs, activities and demonstrations to understand the basic principles of motion.
2.  Calculate speed, average speed, and acceleration problems.
3.  Interpret time-distance and velocity-time graphs.
Questions:
1.  What is motion as opposed to relative motion?
2.  Differentiate between speed and velocity?
3. How are speed and velocity calculated?  What is the formula?
4.  What information does a distance-time graph display?
5.  How does velocity change?  How is it calculated?
6.  What is the acceleration formula?
7.  Describe a velocity-time graph.

WA: Physical Science Motion

Physical Science: Motion
Key Terms:
Acceleration
Average Speed
Distance
Motion
Position
Relative Motion
Reference Point
Speed
Velocity

Key Concepts:
1.  An object's motion can be predicted.
2.  Motion is a change of position.
3.  Acceleration measures changes in velocity.
4.  Speed and velocity are a function of distance and time.
5.  Velocity is speed in a given direction.
6. Acceleration is a function of velocity and time.

Objectives:
1.  Perform a series of labs, activities and demonstrations to understand the basic principles of motion.
2.  Calculate speed, average speed, and acceleration problems.
3.  Interpret time-distance and velocity-time graphs.
Questions:
1.  What is motion as opposed to relative motion?
2.  Differentiate between speed and velocity?
3. How are speed and velocity calculated?  What is the formula?
4.  What information does a distance-time graph display?
5.  How does velocity change?  How is it calculated?
6.  What is the acceleration formula?
7.  Describe a velocity-time graph.

WA: Life Science Genetics

Overview:

Life Science: Genetics
1. Students should define terms and outline Chapters Four and Five from their textbooks.
2. The class has a brief survey of traits.  Each student should interview his or her family and graph the results for Tuesday.
3. Here is a brief overview of the material: questions, objectives, key terms.
Genetics
Terms:
Allele
Co dominance
Crossing Over
Diploid
Dominant
Fertilization
Gamete
Genetics
Genotype
Haploid
Heredity
Heterozygous
Homologous chromosome
Homozygous
Hybrid
Law of independent assortment
Law of segregation
Meosis
Phenotype
Recessive
Sexual reproduction (asexual reproduction)
Trait
X-linked traits
Zygote

Objectives:
1. Explain the basis of heredity in terms of genes and transmission.
2.  Understand the role of meiosis and fertilization in maintenance of chromosomes between generations.
3.  Learn how the rules of probability predict patterns of inheritance.
4.  Manipulate Punnett Squares and describe the resulting genotypes and phenotypes.
5. Describe Gregor Mendal's work and contributions to the Genetics' field.
6. Explain how DNA is the template for RNA, specifies amino acid sequences into proteins, which govern biochemical reactions.
7. Perform a variety of hands-on activities, labs, and simulations.

Questions:
1. What is the role of genes in heredity?
2.  How does probability predict gene inheritance?
3.  Explain the contributions of Gregor Mendal's
4.  Compare dominant and recessive traits.
5.  Distinguish between genes and alleles.
6.  Compare phenotypes and genotypes.
7.  Identify gene symbols.
8.  How do homozygous and heterozygous alleles differ?
9.  How are pedigrees used?
10. What is the role of Punnett's Squares?
11.  Explain how genes are transcribed and translated through DNA transcription and translation.
12.  Identify evidence of dominance.
13.  What are common traits?
14.  What are types of genetic disorders?
15.  What are some practical applications of DNA technology?