The Earth Day Groceries Project is a cost-free environmental
awareness project in which students decorate paper grocery bags with
environmental messages for Earth Day. One of the oldest and largest educational
projects on the Internet, the Earth Day Groceries Project is managed online by
Mark Ahlness, a third grade teacher at Arbor Heights Elementary School in
Seattle, Washington.
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Get Started
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Intel Education: Designing Effective Projects: Project Design: Characteristics of Projects
Tags: quickd on 2007-12-11 and saved by119 people -All Annotations (0) -About
more fromeducate.intel.com
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skills such as collaboration, self-monitoring, analysis of data, and evaluation
of information. Throughout the project, Curriculum-Framing Questions
challenge students to think and make connections to concepts that matter in the
real world. -
students have more control over final results and an opportunity to personalize
products. Students can reach beyond the walls of the classroom by collaborating
with distant classes through email and self-made Web sites, or presenting their
learning through multimedia. -
Students demonstrate knowledge through a product or
performance. -
students’ lives and may involve community or outside experts
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Opportunities for reflection, feedback, and adjustment are embedded in the
project. -
Projects involve on-going and multiple types of assessment.
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Projects are driven by Curriculum-Framing Questions
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Projects focus on important learning objectives that are aligned with
standards. -
Students are at the center of the learning process.
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http://www.diigo.com/help/search/3
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the Diigo toolbar's "MULTIPLE CATEGORY SEARCH" feature is extremely
powerful, and allows you quick access to multiple search categories, each with
multiple search engines, and all customizable. ( In fact, many users mention
that Diigo's toolbar is worth installing for just this feature alone!)
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http://www.diigo.com/help/stickynote/1
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You can add Diigo's In-Situ Sticky Notes on any part of a webpage
you highlighted, just like you'd on paper. With Diigo's virtual highlighter and
digital sticky notes, now you can highlight & jot down your comments
directly on any part of a webpage and scan through all your research findings
quickly. Public sticky notes allow you to exchange viewpoints on any specific
area of a webpage. It is great for collaboration or debating an issue!
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http://www.diigo.com/help/toolbar/1
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If for some reason, you cannot or do not want to install the toolbar, you have
the choice of using Diigolet . As a
light-weight alternative to the Diigo toolbar, it is a bookmarklet that does not
require any software installation. Its functionality is not as rich as our
toolbar's, but you are still able to use all the basic Diigo functions
(bookmark, highlight, annotate, and forward) with it.
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It not only allows you to quickly bookmark, highlight and annotate, it also
gives you quick access to bookmarks, subscription, meta-search, context menu,
and content-selection-menu.
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New Features at Diigo
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Diigo now supports clipping and playing your favorite videos & flashes.
Press
in the toolbar to turn on / off the video
clipping mode, then click the little blue
button on the upper right hand corner of any
video to save to your bookmarks. "Clip" icon can be found in Diigo toolbar
Options (add or delete toolbar buttons) and it's part of "Recommended Settings
for Advanced Users".Currently we support video/ flash media hosted in these sites
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Diigo is about Social Annotation
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giant transparency overlaying on top of all the web pages. Users can write on
the transparency as they wish, as private notes or public comments. And they can
read public comments on the transparency left by other readers of the same page,
and hear their "two cents" and interact with them. -
Diigo allows users to add highlights and sticky notes
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Diigo (dee'go) is about "Social Annotation
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The Diigo team is dedicated to provide innovative and useful web services for
our users. The name "Diigo" is an abbreviation for
"Digest of Internet Information, Groups and Other stuff."
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Odyssey of the Mind
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Odyssey of the
Mind is an international educational program that provides
creative problem-solving opportunities for students from kindergarten through
college. Kids apply their creativity to solve problems that range from building
mechanical devices to presenting their own interpretation of literary classics.
They then bring their solutions to competition on the local, state, and World
level. Thousands of teams from throughout the U.S. and from about 25 other
countries participate in the program. -
students learn at a young age skills that will last a lifetime. They work in
teams so they learn cooperation and respect for the ideas of others. They
evaluate ideas and make decisions on their own, gaining greater self-confidence
and increased self-esteem along the way. They work within a budget, so they
learn to manage their money. They see that there�s often more than one way to
solve a problem, and that sometimes the process is more important than the end
result.
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Odyssey of the Mind Curriculum Activity: Digging for Clues
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Odyssey of the Mind
Curriculum Activity:
Digging for CluesObjective: Learn about
archeology and dating methods through humor and team activities.
Students
will learn: archeology, dating methods and critical thinking.Teacher
Prep Time
30
minutes
Grouping
-- Class
-- Small
groups
Materials
Art supplies - paper, markers,
colored pencils, modeling clay, etc.
Everyday objects to be used as props
and costumes.Activity 1
Learning about the past
can be intriguing. Scientific archeologists use creative thinking to devise
dating methods in order to learn from their discoveries. Ask students to
research archeology. Then, as a class, create a list of qualities it takes to be
a successful archeologist. For example, an archeologist has to be
curious.
Discuss the importance of using
context clues and statistics in archeology. Also, relative vs. absolute dating.
Then have students research the various methods and tools archeologists use to
determine the age of their discoveries. What were beginning tools and
techniques? What are modern techniques? What things are still in use? Discuss
the benefits and limitations of each of these methods.
Activity
2
Divide the class into 3 groups in order to create their own
archeological discovery. Research objects from a historic time or place, for
example, ancient Egypt, and then recreate them in drawings or models. Each group
should choose five and present their drawings/models to the class. They should
also choose an archeological method to determine its age. The rest of the class
can use this information, along with context clues to guess the object's
purpose.
Were the guesses correct? After
the true purpose of the object is revealed, try to think of the most creative
alternative use for it.
Activity 3
With all of the
technological advances in archeology, it is still possible to make mistakes when
it comes to finding the true purposes of ancient findings. As a class, create a
play about archeological identification and dating. It should be set in the
future, where the characters discover ruins and remnants from today and
misinterpret their use and/or purpose. The class should think of humorous
misinterpretations for objects of their choosing. They should also incorporate
the skills learned in the previous activities.
Have the class perform the play as an assembly for the school and
create a playbill. The playbill should list the characters and their job/duties
as an archeologist. On the back, include a list of ten important methods, tools
or qualities involved in the science of archeology that the class has
"discovered." It should show that the characters in the script complied with
these methods, but still misinterpreted the uses for the objects. This
illustrates the differences between scientific research and actual
interpretation.
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http://nces.ed.gov/nceskids/createagraph
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Here you will find five different graphs and charts for you to consider. Not
sure about which graph to use? Confused between bar graphs and pie charts? Read
our:
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Abilities necessary to do scientific inquiry
Tags: quickd on 2007-11-05 and saved by4 people -All Annotations (0) -About
in list: Collaborative Projects
more fromwww.learningscience.org
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In this clever interactive lesson students will make their own sunscreen and
then test it to see whether they will have fun or fry on the beach. -
Students build different
types of cars and find out the effect on mileage, safety, and pollution. This
clever "learning tool" is called SEPUP's Car
Comparison and was developed by the Lawrence Hall of Science.
The have some really fun simulations that challenge students to think. -
Students just pick the type of graph, input the data, choose formatting options
and print it out or save it. -
Students compare the insulating properties of plastic, cardboard, and metal; as
a liquid cools. Students then build a data table to explain their results.
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http://www.ciese.org/curriculum/oceansproj_new/index.html
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in list: Collaborative Projects
more fromwww.ciese.org
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participating students will focus on nitrogen, the nitrogen cycle, and the
impact of excess nitrogen on our ocean. They will collect water and soil data,
and use real-time data from the internet to monitor the presence of nitrogen. -
This is an educational project for students in grades 8 through 12 which urges
them to consider the impact humans are having on the oceans.
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Noon Day Project - September, 2007
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in list: Collaborative Projects
more fromwww.ciese.org
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The Goal of the Noon Day Project is
to have students measure the circumference of the earth using a method that was
first used by Eratosthenes over 2000 years ago. Students at various sites
around the world will measure shadows cast by a meter stick and compare their
results. From this data students will be able to calculate the circumference of
the earth.
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The Global Sun Temperature Project
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in list: Collaborative Projects
more fromwww.k12science.org
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This project is recommended for upper elementary, middle school and high school
students (ages 11-18). There is NO fee to participate however we do ask you to
register first. -
Join schools from around the world from October 1-
December 7, 2007 as they determine how their geographic location (i.e.
where they live) affects their average daily temperature and hours of sunlight.
Specifically, students will:- Measure the temperature and record the number of minutes of sunlight per day
over a common week.- Compare and contrast the results with classes from all over the world.
- Determine how proximity to the equator affects average daily temperature and
hours of sunlight. - Measure the temperature and record the number of minutes of sunlight per day
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Discussion Area Instructions - The Global Water Sampling Project
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Class letters of introduction as well as final reports should be posted to the
Discussion Area.
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The Global Water Sampling Project
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in list: Collaborative Projects
more fromwww.k12science.org
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September 12, 2007 - November
17, 2007
Project
#1
Overview
Join Students around the World in this
Environmental Study! See what schools are
participating in the Fall run!!
Students will team
up around the globe
to test furesh
water. Join us in this collaborative project, comparing the water
quality of your
local river, stream, lake or pond with other fresh water sources
around the world.
The focus of the project is:
To assess the
quality of water based on physical
characteristics and
chemical substances.
To look for
relationships and trends among the data
collected by all
project participants.
All students are welcome to participate, however, it is
recommended for high school students (ages 14-18) due to the nature of the tests
required for the project. There is no fee to participate, -
Students will team up around the globe
to test furesh water. Join us in this collaborative project, comparing the water
quality of your local river, stream, lake or pond with other fresh water sources
around the world. The focus of the project is:- To assess the quality of water based on physical
characteristics and chemical substances. - To look for relationships and trends among the data
collected by all project participants.
- To assess the quality of water based on physical
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CIESE - Down the Drain - Project Information
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At the end of one week they will compile their results and, as a class,
calculate the average amount of water used by one person per day and submit this
information to the project web site. Students will develop hypotheses and
predictions about what relationships they will find in the data. By analyzing
the data, students will confirm or reject their hypotheses. The level of the
students using the project will factor heavily into determining the amount of
time spent on the project. -
Specific instructions for how to collect, submit, and analyze the data are given
in the Student Activities section which is linked in the left-hand menu. -
Students will record water use by members in their household
for one week. -
In this project, students will add, multiply, divide and find
averages. In many cases, they will be using decimals. Spreadsheets, which have
the appropriate formulas entered in them, are available for downloading.
Students are welcome to use these spreadsheets, create their own, or just use
the spreadsheets to record their manually calculated results. -
This project has been developed for students in grades 4 to 8
but it is open to anyone who is interested including high school students,
teachers, and interested citizens. -
The project is run on an ongoing basis; you can participate at
any time. There is no need to register. -
Based on data collected by their household
members and their classmates, students will determine the average amount of
water used by one person in a day. They will compare this to the average amount
of water used per person per day in other parts of the world.
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http://www.ciese.org/curriculum/drainproj
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collaborative project will help you find out the answers to these questions. By
collecting data on water usage from people around the world you will be able to
see how your water use compares to others and determine what you might do to use
less water.
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Observing Change: Climate and the Seasons
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During every Journey
North season, you will find authentic, "real-time" opportunities to explore the
connections between climate, migrations, and other natural phenomena.
Notation: * = Private bookmark and comment|… = Clipping [?] | … = Public highlight [?]
