Selected Internet Project Idea Sites

Date: Tue, 21 Jan 1997 15:28:33 -0800
To: hilites@gsn.org
From: dmeier@fisher.k12.il.us
Subject: HILITES> 4-8: 5 R's =Reduce, Reuse, Recycle, Revise, Respond
Sender: owner-hilites@gsn.org Precedence: bulk

Project_Name = 5 R's =Reduce,Reuse,Recycle,Revise, Respond
Contact_Person = Donna E. Meier
Email Contact = dmeier@fisher.k12.il.us

Description = It is an engaged learning project with students putting lessons to real life application. It is directed at improving student's knowledge in science and math, as well as their attitudes and behaviors. This project has students using real-world scientific & mathematical procedures such as collecting data, finding patterns, and assessing results. Student activities will include defining a scientist's role, defining what trash is, and how their community manages solid wastes. They will identify trash categories and items included these. Students will communicate with other classes via Internet, establish trash e-pals. These student will share school & community information, locate e-pals on a globe/map.Students will compare their trash habits, school/community trash disposal methods, school/community use of recycling and create a trash profile of a typical student. Students will explore questions such as: What is trash? How much trash do they produce as individuals? families? school? community? How is their trash disposed of? recycled? reused? How could they reduce the amount of trash they generate? What does their trash consist of? What does it mean to recycle? What can they do to promote recycling at school? How much trash do residents create? What are some concerns of the businesses and residents of the community? How do items persons throw harm the environment? What concerns do communities have about trash? As a result of these activities, students will see ways in which they can have an impact on reducing the amount of trash produced by their community and ultimately realize how the environment affects our culture and how our culture affects the environment.

Month = February 97

How Long = 3-4 weeks

Objectives = Students will improve and expand their knowledge of: (1)concepts and vocabulary of environmental sciences and their application to life and work in contemporary technological society; (2)the social and environmental implications and limitations of technological development; (3)the principles of scientific research and its application in simple research projects; and (4)the processes, techniques, methods, equipment and technology of science.

Students will investigate and analyze and formulate science questions. Students will participate in investigations over an extended period of time. Students will use science process skills in context and communicate science explanations. Students will work cooperatively in groups analyzing and synthesizing data. Students will conduct investigations in order to develop understanding, ability, values of inquiry and knowledge of science content. Students will apply the results of experiments to scientific arguments and explanations. Students will communicate their ideas and work to classmates and the community. Students will (1)perform math computations using whole numbers, fractions and decimals; (2)understand and use ratios and percentages; (3)make and use measurements, (4)identify, analyze and solve problems using their graphs;(5)understand and use methods of data collection and analysis, including tables, charts and comparisons; (6)use mathematical skills to estimate, approximate and predict outcomes and to judge reasonableness of results.

URL = http://www.ncsa.uiuc.edu/edu/classroom/k12-projects/summer/recycle/ index.html

Share = The data and information will be sent by e-mail or via the Web to D. Meier, who will keep all participating classrooms informed of the new data as it arrives. At the conclusion of the project, Fisher students will develop a web page to be part of Fisher Grade Schools web site. Locally, schools would write articles and submit pictures to the newspapers, as well as radio and tv stations.

Projects Registry sponsored in part by Walden University. Earn your degree on-line! http://www.waldenu.edu The HILITES projects list is a service of the Global SchoolNet Foundation. See our WWW pages at http://www.gsn.org Post your project announcements to hilites@gsn.org. To obtain project criteria send "info hilites" to majordomo@gsn.org. To unsubscribe send "unsubscribe hilites" to majordomo@gsn.org.

Date: Sat, 25 Jan 1997 19:13:41 -0800
To: hilites@gsn.org
From: R McFadden <ginnymc@csd.uwm.edu>
Subject: HILITES> 4-6: Electricity Project description
Sender: owner-hilites@gsn.org Precedence: bulk

I have been a member of Kidsphere for quite a time, but have never posted anything before. I would like to post the following on-line project asking for additional participants. Thank you!

Project Title: Creating Electricity

Educational Purpose: Students will measure the amount of electricity produced by various fruits and vegetables. Results will be shared via email. The project involves measuring, organizing, analyzing, communicating and interpreting data.

Organizing Teachers: Virginia McFadden and Meg Gregorcich

School: Milwaukee French Immersion School

Grade Levels:Grades: 4-6

Curricular Area: Science, Math, Language Arts, Computer Literacy

Number of Collaborators: 6-8 classrooms

Project Summary: Using voltage meters, students will measure the electrical current present in potatoes, apples, lemons and oranges. Prior the this testing, students should measure the mass of each item in grams and its circumference in centimeters. All reported data will be collected and compiled to be shared with all participants. Students will analyze the data and make conclusions concerning the relationship between the variables of mass and size and electrical output. Students will share their conclusions with participants via email.

Directions for registration:

1. 6-8 classes will be selected for the project. They will be sent a detailed procedure and a data report form shortly following registration.

2. Register by completing the information below and emailing it to: <MCFADDVR@mail.milwaukee.k12.wi.us> or <GREGORMJ@mail.milwaukee.k12.wi.us>

Your email address:

School Name & Address:

School Phone:

Grade Level and Number of Students:

Timeline for registration: Up to Jan.30,1997 Participants will be notified no later than Feb. 7, 1997. Class Data/Report Form due by Feb. 28th Compiled Results sent back to classes by March 27th.

Specific Procedures: (To be sent to applicants following registration)

Materials needed (for each student or group of students working collaboratively): voltmeter, coated copper wire, penny, nickel, potato, orange, apple and lemon (each one fresh).

1) Students will measure and record the circumference of each food item in centimeters.

2) Students will determine and record the mass of each in grams.

3) Students will make a hypothesis as to which item will produce more electricity. This will be recorded in terms of the predicted voltage of each item.

4) Insert one nickel and one penny perpendicularly into each item leaving a 1 inch gap between them. (Additional readings could be taken leaving gaps of other measures as well).

5) Hold/connect one wire to the penny and the other wire to the nickel, with the opposite ends of the wires connected to the voltmeter. (Wires should be tried both ways to find the positive reading on the voltmeter).

6) Record the amount of electricity produced by each of the items as measured by the voltmeter.

7) Three days later, repeat steps 1-6 using same food items. Compare the results with the first test.

8) Three more days later, repeat steps 1-6 again. Compare the results with the first and second tests.

9) Students will report their findings in written and graph form, comparing the amount of electricity by type of food and freshness of each. They should note any differences and draw conclusions based on the data collected. Students should compare their actual results with their original hypotheses.

10) Participants will mail their report forms back to Milwaukee French Immersion School. Compiled data will be sent back to participants per the above timeline. Students will then share conclusions with participating classes by email.




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