The Making of Lava Lamps: An Interdisciplinary Project Addressing National Science and Technology Education Standards

Transcription

1 The Making of Lava Lamps: An Interdisciplinary Project Addressing National Science and Technology Education Standards

2 Table of Contents I. Introductions II. III. IV. Mission Scheduling Goals V. Current Technology and Science Standards VI. VII. Our history with lava lamps Classroom procedures Timeline of events VIII. Student outcome

3 Diane DiGravio Meet Our Educators: 8 th Grade Science Teacher Spry Middle School Webster, NY Has been an Educator for 11 years Keith Auinger 7 th and 8th Grade Technology Teacher Spry Middle School Webster, NY Has been an Educator for 12 years

4 Our Mission As believers in a MST (Math, Science and Technology) Program, our mission was to create a hands on project which would incorporate standards from all three curricular areas. In searching for a suitable project, it was important to keep in mind that this project was to be introduced to the middle level learner so the interest and connection to the real world had to be there.

5 How We Made This Project Possible Spry Middle School has three houses; Red, White and Blue. DiGravio students are within the White House and Auinger students are within all three houses. We met with administration and the scheduling committee to strategically place as many White House Students within Auinger s classes as possible. In we were able to accommodate 83/125 students In we were able to accommodate 95/121 students In we were able to accommodate 112/124 students Our goal for is to have 100% involvement of White House Students

6 Our Goal In considering our goal, we asked ourselves the question: Q: What was to be our measurable accomplishment? A: It was decided that we wanted our students to be able to use the resources and skills from technology education as a tool for inquiry. It is always easy for students to answer the questions of who, what, where and when. Our focus was to get them to answer the question of WHY, and then be able to apply this why to real world situations.

7 Goals Continued Goals Continued 1) Routine: Expectations of covering our specific curriculum 2) Problem Solving: Students would be engaged in activities which would require substantial problem resolution. 3) Innovation: This was the first time that students would build something in one class and apply it to concepts in another class. 4) Team: Through shared commitment and a decision making process, our goal was to explore and evaluate a project where the final outcome was focused on increasing student learning and achievement.

8 Goals Continued 5) Personal: If we could demonstrate through student achievement / results that this project was a success, it would strengthen our case for the importance of a MST program within our school district. Student achievement would allow for other partnerships wit 6) Future Goal: We would love to share our project as best practices with other houses so that all 8 th grade students within our building share the same experiences.

9 National Technology Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students A. Apply existing knowledge to generate new ideas, products, or processes. B. Create original works as a means of personal or group expression. C. Use models and simulations to explore complex systems and issues. D. Identify trends and forecast possibilities.

10 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students A. Plan strategies to guide inquiry. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. D. Process data and report results.

11 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students A. Identify and define authentic problems and significant questions for investigation. B. Plan and manage activities to develop a solution or complete a project. C. Collect and analyze data to identify solutions and/or make informed decisions. D. Use multiple processes and diverse perspectives to explore alternative solutions.

12 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students A. Understand and use technology systems. B. Select and use applications effectively and productively C. Troubleshoot systems and applications. D. Transfer current knowledge to learning of new technologies.

13 New York State Technology Modules MODULE T-2: T-2: Learning What resources What are Resources needed for Technology Are Needed For Technology Goal: Exploring and using the seven basic resources which are necessary for technology. MODULE T-3: Learning How People Use Technology To Solve Problems Goal: Exploring and experiencing how people can solve technological problems by using a formalized problem solving system.

14 MODULE T-6: Choosing Appropriate Resources For Technological Systems Goal: Learning how to make informed choices in selecting the proper resources for technological systems and choosing resources from seven resource categories. MODULE T-7: How Resources Are Processed By Technological Systems Goal: Learning how resources are processed by technological systems to meet human wants and needs, AND solving problems based on the conversion of energy, information, and materials from one form to another.

15 MODULE T-10: USING SYSTEMS TO SOLVE PROBLEMS Goal: Learning how to apply knowledge of systems to solve problems in biologically related, communications/ information, and physical technology and to combine various subsystems to provide integrated solutions to realistic problems or challenges.

16 National Science Standards 1. Unifying Concepts and Processes Conceptual and procedural schemes unify science disciplines and provide students with powerful ideas to help them understand the natural world. Students A. Learn systems, order, and organization. B. Show evidence through models and explanation. C. Explore change, and learn constancy and measurement. D. Learn about evolution and equilibrium. E. Are able to explain form and function.

17 2. Science as Inquiry Inquiry is a step beyond science as a process, in which students learn skills, such as observation, inference, and \ experimentation. Students A. Understand scientific concepts. B. Acquire an appreciation of how we know what we know in science. C. Understand the nature of science. D. Posses the skills necessary to become independent inquirers about the natural world. E. Have dispositions to use skills, abilities, and attitudes associated with science.

18 3,4 5. Physical Life and Earth Science Standards The standards for physical, life and earth and space science describe subject matter of science using three widely accepted divisions of the domain of science. Science subject matter focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use. A. Physical Science: Properties and changes in properties of matter Motion and forces Transfer of energy B. Earth Science Structure of the earth system Earth s history Earth in the solar system

19 6. Science and Technology Standards The science and technology standards establish connections between the natural designed worlds and provide students with opportunities to develop decision-making abilities. They are not standards for technology education; rather, these standards emphasize abilities associated with the process of design and fundamental understandings about the enterprise of science and its various linkages with technology. Students A. Have the ability to use technological design. B. B. Are able to see a connection between science and technology

20 New York State Science Standards Standard 1: Analysis, Inquiry, and Design Goal: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Information Systems Goal: Students will access, generate, process, and transfer information using appropriate technologies.

21 Standard 3: Mathematics Goal: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry. Standard 4: Science Goal: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

22 Standard 5: Technology Goal: Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs. Standard 6: Interconnectedness Goal: Students will understand the relationships and common themes that connect math, science, and technology and apply the themes to these and other areas of learning. Standard 7: Interdisciplinary Problem Solving Goal: Students will apply the knowledge and thinking skills of math, science, and technology to address real-life problems and make informed decisions.

23 Our History With Lava Lamps Once we decided on the project, we needed a prototype to work with. Several attempts were made to try to reproduce protocols found on the internet. These attempts were unsuccessful. A few attempts were made to perfect the lamp base, electrical components and glass container. Common building and household materials were compared until a design was decided upon. Our biggest challenge was to find the right components within the proper concentrations for the lamp contents. After a year of problem solving, we were finally successful in finding something that would work for us!

24 Classroom Procedures Timeline of Events 1) Introduction and assembly of the lamp begins for 8 th grade students in the Spring within their technology class. 2) While this assembly occurs, students are finishing up their Earth Science Unit and beginning their Physical Science Unit within their science class. 3) On the day in which the contents within the lamp are mixed, students are reminded about percentages and given a quick lesson to freshen up their skills while in their science class. Percentages are taught to students as part of their math curriculum prior to the Spring Semester. 4) When the lamp and its contents are placed upon the heat source within their technology class, students are given an inquiry sheet which asks the following questions as they apply to their recently covered Earth Science Unit:

25 Question 1: Describe the layers of the earth and how does this lava lamp serve as a model 4. for these layers? Question 2: What explanations do scientists offer for the movement of the earth's plates? (Hint: What is occurring within the earth which results in what is happening at the surface of the earth? ) Question 3: In response to question 2, How is this motion of the currents in the mantel similar to those in a lava lamp?

26 Question 4: Can you think of other processes in which convection and subduction play a role? Question 5: What land features result due to endogenic and exogenic processes? Endogenic Processes Exogenic Processes

27 5. 5) At the beginning of the Physical Science Unit, completed lamps are transported to the science class room where they remain there for models for a better understanding with the following Physical Science concepts: Density as a physical property of matter The influence of temperature on density and thus on buoyancy Thermal expansion of fluid volume. change in dimensions of a material resulting from a change in temperature

28 Student Outcome Student Outcome We believe that this model allows students to gain a better understanding of the principles of Earth and Physical Science Fewer students have missed questions on the Intermediate Level Science test which pertained to convection currents, subduction zones and density. We believe students have a better experience when they Learn by Doing A challenge to teachers of science and technology is to balance and integrate immediate needs with the intentions of the yearlong framework of goals.

29 We Give Special Thanks to the Following People for Making this Project / Invention Possible: Administrators at Webster Central School District Enrichment Committee at WCSD Scheduling Committee at WCSD Our Technology Colleagues Wegmans Food Market Lynn Hess and Zane Bloom at Science Kit and Boreal Laboratories