Tuesday, October 27, 2009
Stellarium
Stellarium
In this science challenge, my students will observe, categorize, and make inferences concerning ancient Egyptian uses of constellations. Through the use of Stellarium, they will observe the night sky, record their findings, categorize them and use the links from Stellarium to learn about the cultural significance of each constellation. From the knowledge students gain, they will make further inferences concerning each constellation's possible importance in Egyptian culture and today's. Students will use their knowledge to produce a creative project of their choice. Students will work in groups and finally present their project to the class.
Content
Science, 6th grade:
Standard 4, Objective 2
Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
1. Locate and identify stars that are grouped in patterns in the night sky.
2. Identify ways people have historically grouped stars in the night sky.
Pedagogy
We will specifically focus on how the ancient Egyptians identified and used stars within their society by:
Observing
Classifying
and Inferring
These strategies appropriately fit our activity because this project focuses mainly on the accumulation and analysis of information.
Technology
We will use Stellarium to accomplish these purposes. This particular resource aligns with the content and pedagogy because it will allow students to view stars that they would otherwise be unable to see. It also allows them to make sense of the stars they see in a cultural context because Stellarium will portray the constellation art work, if desired, and because Stellarium provides various links to information concerning these constellations.
This project was done by Amy Dallon, Camila Monteiro, and Lily Bueno
In this science challenge, my students will observe, categorize, and make inferences concerning ancient Egyptian uses of constellations. Through the use of Stellarium, they will observe the night sky, record their findings, categorize them and use the links from Stellarium to learn about the cultural significance of each constellation. From the knowledge students gain, they will make further inferences concerning each constellation's possible importance in Egyptian culture and today's. Students will use their knowledge to produce a creative project of their choice. Students will work in groups and finally present their project to the class.
Content
Science, 6th grade:
Standard 4, Objective 2
Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
1. Locate and identify stars that are grouped in patterns in the night sky.
2. Identify ways people have historically grouped stars in the night sky.
Pedagogy
We will specifically focus on how the ancient Egyptians identified and used stars within their society by:
Observing
Classifying
and Inferring
These strategies appropriately fit our activity because this project focuses mainly on the accumulation and analysis of information.
Technology
We will use Stellarium to accomplish these purposes. This particular resource aligns with the content and pedagogy because it will allow students to view stars that they would otherwise be unable to see. It also allows them to make sense of the stars they see in a cultural context because Stellarium will portray the constellation art work, if desired, and because Stellarium provides various links to information concerning these constellations.
This project was done by Amy Dallon, Camila Monteiro, and Lily Bueno
Science Challenge - Stellarium
This was a group project done by Amy Dallon, Camila Monteiro, and Lily Bueno
Thursday, October 8, 2009
Week 6: Behaviorism
Talking about contiguity learning, Camila Monteiro remembered that in her house, if she had her meals, then she could play outside. At my house, I don’t remember exactly what, but it was related to reading and earning one hour for watching TV. At school, again I don’t really remember much, but I remember earning some field trips as a classroom.
Both Camila and I cannot remember much about effective reinforcements as an elementary school child. It could be either because they did not use as much in Brazil, or because the reinforcements were not that much effective so we cannot remember!!!
We both came to the conclusion that we will for sure use reinforcement schedules in the classroom, probably something related to reading a certain amount per week and earning a prize, or if all students turn in their HW for a whole week, they would earn something special too.
Comparing behaviorism with the gospel pespective of agency, in behaviorism you are trying to control the behavior of the person with a reward or reinforcement to get them to do what you want from them, the stimulus and the reward must happen in a short period of time. The gospel principle of agency is different than that. First of all we do not only obey because of the rewards (blessings), we obey because we believe it is the right thing to do. Also the rewards (blessings) are not always going to happen in a short period of time, it is going to happen when it is going to happen. We are given the right to chose what to do, it does not matter if they are wrong or right, we can choose within the gospel.
Both Camila and I cannot remember much about effective reinforcements as an elementary school child. It could be either because they did not use as much in Brazil, or because the reinforcements were not that much effective so we cannot remember!!!
We both came to the conclusion that we will for sure use reinforcement schedules in the classroom, probably something related to reading a certain amount per week and earning a prize, or if all students turn in their HW for a whole week, they would earn something special too.
Comparing behaviorism with the gospel pespective of agency, in behaviorism you are trying to control the behavior of the person with a reward or reinforcement to get them to do what you want from them, the stimulus and the reward must happen in a short period of time. The gospel principle of agency is different than that. First of all we do not only obey because of the rewards (blessings), we obey because we believe it is the right thing to do. Also the rewards (blessings) are not always going to happen in a short period of time, it is going to happen when it is going to happen. We are given the right to chose what to do, it does not matter if they are wrong or right, we can choose within the gospel.
Tuesday, October 6, 2009
Google Earth Project
| Location | Activity Description | Google Earth Content |
| 1. Real Madrid Stadium | Measure the length of the soccer field in yards. | watch a video & Ruler |
| 2. Barcelona Stadium | Measure the width of the soccer field in yards. | Ruler |
| 3. Rio de Janeiro (Maracana Stadium) | Measure the hight of the stadium in yards. | 3D Buildings & Ruler |
| 4. Los Angeles | Measure the lenght of this soccer field in yards again, and add the measurements from all locations all together. Also measure the length of the soccer field again but this time in meters. | Gigapxl Photos & Ruler |
Standard 3 Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.
Objective 2 Identify and use units of measure, iterate (repeat) that unit, and compare the number of iterations to the item being measured.
Subscribe to:
Posts (Atom)