2011+Science

**Scenario #1 - Keys - CMS** **Body Systems - Comic Life** __**TN Standard** __ 0707.1.3- Explain the basic functions of a major organ system.

1. Students will use Comic Life to create an informational design of one specific body system. 2. Students will gather information from web sites that have been provided by the teacher. 3. They will break this information down into segments that name the major functions of the overall system, the organs that make up the system and any special cells or tissue that is included in the system. 4. Students will also need to include some visuals with each of their different sections. These visuals can include clip art, video or pictures that have been copied and pasted.

__**Student Examples**__

**Scenario #2 - Keys - CMS** **Cellular Newsletters - Pages** __**TN Standard** __ 0707.1.1- Identify and describe the functions of the major plant and animal cell organelles.

1. Students will use Pages to create a newsletter on the parts of a cell. 2. Students will create personifications or analogies for the different parts of their project. 3. Students will design an event (ex. county fair or circus) or a location (ex. amusement park or school). <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">4. Students will then match parts of the cell by function with with their event or location, for instance the nucleus and the principal both are in control; another example would be the vacuole and a water fountain both store water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__**Student Examples**__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.Inq.3 Interpret and translate data into a table, graph or diagram.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #3 - Mrs. Bledsoe - HOMS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Earthquake Lesson - iPods **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were assigned an ipod with the “Quake Zone” application preloaded on it. Students were given a lecture on how to operate an iPod and access the application. Discussion followed among students on what was appropriate usage of technology especially on a school ipod. We also discussed the physical care of the iPods. Students were then given a lecture and demonstration of the lesson. The lesson consists of three parts: identifying the five closest earthquakes to Memphis, the 5 most intense earthquakes in the world that occured in the last 7 days, and answering how human activity after the earthquake affects the condition of the Earth’s land, water, and atmosphere. Students recorded the data found using the ipod application and answered the question in their opinion. Much discussion followed the lesson where students shared how they thought they would react to the aftermath of an earthquake and what the city may do afterwards. When students finished, they were allowed to choose between several games related to earthquakes, such as “lava ball.” All of the applications accessed during this lesson were free of charge and were age appropriate.

__Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.Inq.3 Interpret and translate data into a table, graph or diagram.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #4 - Mrs. Bledsoe - HOMS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Inquiry Lesson - Excel **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">I instructed students to go to Microsoft Word and choose a “new blank document.” Then, students were directed to type one paragraph I projected on the screen which came from the family life curriculum. I had not included any punctuation. After students typed the paragraph, I went through a series of commands for them to perform including adding their name at the top of the page: punctuation, indention, hyperlink, page number, header/footer, strike through, font, create & insert a chart, save, maximize/minimize document, retrieve document. Students created an excel spreadsheet and chart of their choice.

__Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.7.3 TLW identify the major processes that drive the rock cycle.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #5 - Mrs. Mattix - EPMS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Rocks - Keynote **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Take a laptop from the cart. Use the internet to find illustrations of the three types of rocks. Create a Keynote. Use various effects within the keynote. You may use music with the Keynote.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI:TLW describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #6 - Mrs. Mattix - EPMS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Earthquakes - Keynote **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Take a laptop from the cart. Use the internet to find illustrations of the three types of rocks. Create a Keynote. Use various effects within the keynote. You may use music with the Keynote.

__Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI:TLW distinguish between Speed and Velocity
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #7 - Mrs. Mattix - EPMS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Motion - iMovie/iPhoto **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Take a laptop from the cart. Use the internet to find illustrations of the three types of rocks. Create a Keynote. Use various effects within the keynote. You may use music with the Keynote.

__<span style="font-family: Arial,Helvetica,sans-serif;">Student Sample __ <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">media type="file" key="Montgomery imovie.mov" width="150" height="150"

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI: **707.7.2** Label a diagram that depicts the three different types of rock. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI: **707.11.2** Determine the amount of force needed to do work using different simple machines.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #8 - Spain - Arlington MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Rock Differences - Pages **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">For this class, my students needed to know what the different types of rock, how the rocks are different, and how they are formed. Second, my students needed to be familiar with the six different types of simple machines. I decided to connect the understanding of rocks with something my students were familiar with, rock structures around the world.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">After my students had learned about rocks and simple machines, I gave them this assignment. I first gave them a handout that contained several rock structures they could choose from. Once they had decided which 3 structures they were going to use in their brochure, they were to go to the internet to collect their information. Some of the questions they had to answer were; age of the structure, types of rock used, and tools used in the construction. Once they had complied the information, they then started the brochure.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">On the brochure, the students had to design the cover, place their information on the inside, and include pictures. It took the students a week to complete the project from start to finish.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This assignment was student centered. They were allowed to choose the structures they wanted to research as well as design the brochure. The students were actively engaged. I believe that because of this project, they had a better understanding of rocks, how they are used, as well as the simple machines that were used to create the structures.

__<span style="font-family: Arial,Helvetica,sans-serif;">Student Sample __ <span style="font-family: Arial,Helvetica,sans-serif;">

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI: 707.1.4 Sequence a series of diagrams that depict chromosome movement during plant cell division.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #9 - Spain - Arlington MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Rock Differences - PhotoBooth/iMovie **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">For this technology class, my students needed to know the steps of mitosis. Once this information was covered in class, I decided that my students would have a better understanding of this concept if they created a claymation video.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">First, I explained to my students what a claymation video was and compared it to the Wallace and Gromit animations. After putting them into groups of two, I explained that using the play-doh they brought, they were to create photographs for each steps of mitosis using photo booth. Once all the pictures were created, they needed to import the pictures to IMovie. Using IMovie, they had to organize their slides, create a title slide and credits slide.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This activity was very easy. It took about a week for the students to create their finished product. Once all the projects were finished, each group presented their movie.

__<span style="font-family: Arial,Helvetica,sans-serif;">Student Sample __ media type="file" key="Sample.Spain.Mitosis.mov" width="167" height="167"

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #10 - Brawner - Schilling Farms MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Amphibian Research - Word **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.6 Describe the function of different organ systems.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.7 Explain how different organ systems interact to enable complex multicellular organisms to survive.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.8 Apply the idea of the division of labor to explain why living things are organized into cells, tissues, organs, and organ systems.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.3.7 Describe structures that animals use to obtain oxygen.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will create a single-page Word document. Amphibian research data will be displayed in table form. Species characteristics data will be gathered using various Amphibian Websites. The table must include the following:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Header: creative title for the table which includes the following:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Title of the table
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Table Designer(s) - Student’s name(s)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Table: information about five indigenous Tennessee frogs Include:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Common and Scientific name of the frog species.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Common Color
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Common size
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Frog voice
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Picture ‐ digitally sized to fit space
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Footer: Title and URL of primary webpage and date accessed.

__<span style="font-family: Arial,Helvetica,sans-serif;">Student Sample __

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #11 - Brawner - Schilling Farms MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Create and Present an Invention - PowerPoint/iMovie **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will use PowerPoint and iMovie to create a presentation featuring primary research data to create an invention. The Presentation must include the following:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">A creative title for the presentation which includes the following:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Name of the invention
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Date of copyright (project due date)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Inventor (Student’s name)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The presentation will be divided up into sections:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Project plan and usefulness using PowerPoint
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">iMovie demonstration of the invention
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Include pictures
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Black & white or color
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Must be classroom appropriate
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Use the spelling and proofreading tools
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Inventions must be the student's own work - Plagiarism will result with a grade of "0"

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__Student Sample__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.1 Identify and describe the function of the major plant and animal cell organelles <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cell, tissues, organs, and organ systems.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #12 - Logan - Dexter MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Cell Organelles - PowerPoint **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students had to complete a powerpoint presentation for a chapter in unit 1 as a review for the students. The students had to present the powerpoint to the class. The powerpoint had to include a number of items. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">1. 10-15 slides <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">2. at least 3 pictures that were not from clipart <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">3. A title page <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">4. A 10 question quiz and answers <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">5. The objectives for the lesson <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">6. Vocabulary words that are important

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.7.6 Describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.7.5 Recognize that lithospheric plates on the scale of continents and oceans continually move at rates of centimeters per year.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #13 - Logan - Dexter MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Natural Disasters - Eduglogster **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students had to complete a Glogster using edu.glogster.com. The students had to create a Glogster about a natural disaster. The Glogster had to include the following: a title, a description of the natural disaster, include at least 2 important facts about the topic, a minmun of 2 pictures, and a minimum of 2 ideas of how the disaster relates to the topics discussed in class.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">1. Log on to edu.glogster.com <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">2. Click EDU Basic <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">3. Create an account with a username and password <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">4. Provide the teacher with the password <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">5. Begin creating your Glogster and be creative.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #14 - Parr - Bon Lin MS **


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">The Rock Cycle - Inspiration **

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0707.7.2 Label a diagram that depicts the three different rock types. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0707.7.3 Identify the major processes that drive the rock cycle.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using **//INSPIRATION//**, my seventh grade science students collaborated with peers in order to present and summarize information on the rock cycle. After using their text and outside sources to learn about the rock cycle, student created a rough draft of the rock cycle on notebook paper. Students then employed their drawings to create a project in Inspiration where they labeled the diagram using the three major types of rocks, the processes that they go through to recycle themselves, and then drew arrows to connect their cycle. While in Inspiration, students were able to use the formatting buttons to create word boxes, insert pictures of different types of rocks from websites, and draw arrows connecting the word boxes. Learners were also able to explore and exploit fonts, font size, placement of words and various other text manipulations.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This scenario allowed students to:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">• Create a presentation that informed the audience.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">• Collaborate with peers on the best way to present the information.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">• Gain new technology skills and transfer previous skills in the use of Inspiration.

__Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0707.1.3 Explain the basic functions of a major organ system.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #15 - Parr - Bon Lin MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Body Systems - Inspiration **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using INSPIRATION, my seventh grade science students collaborated with peers in order to present and summarize information on the body systems. After using their text and outside sources to learn and gather information about the various body systems, the students then each created an outline of one of the body systems on notebook paper. They were to include the varying levels of organization including organs, tissues, and cells. They will also include information on the function of the systems and fun facts about their systems. Students then employed their information to create a project in Inspiration where they were to design a graphic organizer about their chosen body system. While in Inspiration, students were able to use the formatting buttons to create an outline of their system that, in turn, created the graphic organizer. They could then import pictures from the web and manipulate the text boxes on their organizer to show creativity. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Learners were also able to explore and exploit fonts, font size, placement of words and various other text manipulations.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This scenario allowed students to: <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">• Create a presentation that informed the audience. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">• Collaborate with peers on the best way to present the information. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">• Gain new technology skills and transfer previous skills in the use of Inspiration.

__Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">GLE 0707.7.4 Explain how earthquakes, mountain building, volcanoes, and seafloor spreading are associated with the movements of the Earth’s major plates.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #16 - Alter - Mt Pisgah MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Physical Science Newsletter - Pages **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will create a newsletter using the “Pages” application. They must incorporate at least two pictures into their informative text. All information must be appropriately cited. During the class day prior to computer lab day, learners must construct a rough draft, which will illustrate their lay-out and design ideas. Selected web sites will be given for their perusal to obtain facts, figures, photographs, diagrams, et cetera, to enhance their final product.

__Student Handout__ __Student Examples__

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN Standard **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">GLE 08087.9.9 Explain the basic differences between acids and bases. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0807.9.12 Identify the basic properties of acids and bases.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #17 - Alter - Mt Pisgah MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Acids/Base Newsletter - Pages **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will create a newsletter using the “Pages” application. They must incorporate at least two pictures into their informative text. All information must be appropriately cited. During the class day prior to computer lab day, learners must construct a rough draft, which will illustrate their lay-out and design ideas. Selected web sites will be given for their perusal to obtain facts, figures, photographs, diagrams, et cetera, to enhance their final product.

__Student Handout__ __Student Examples__