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One
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Introduction to
Jason Expedition / Lesson One |
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Coach Name: Joy Hooker Teacher Name: Jennifer Rowe Lesson Title: Destination
Mars! Grade Level: 5th
Grade Subjects: Science, Language
Arts, Geography, Technology |
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Content National Standards and
TEKS:
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NSES
Science Standards- Standard A: Science as Inquiry (Strands:A.2.a,
A.2.b, A.2.d); Standard B: Physical Science (Strands: B.2.a, B.2.b, B.2.c,
B.3.a); Standard D: Earth and Space Science (Strands: D.3.a, D.3.b, D.3.c);
Standard E: Science and Technology (Strand: E.2.e); Standard G: History and
Nature of Science (
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Science
TEKS- Objective 3.4.6 A; Objective 3.5.5 A; Objective
3.5.5 B
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ELA
English & Language Arts Standards- Standard 1: 1.1, 1.2, 1.3, 1.4;
Standard 3: 1.1; Standards 5: 1.3,1.4; Standard 7: 1.1
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NGS
Geography Standards- The World in Spatial Terms: Standards 1,3: 1.1,
1.2; Places and Regions: Standard 4: 1.4; Physical Systems: Standards 7,8:
1.4
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STL
Technological Literacy- National technology: Standards 1,2,3: 1.1, 1.2,
1.3; Design: Standards 8,9,10: 1.1, 1.3; Abilities for a Technological World:
Standard 11: 1.3
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TA
TEKS: Foundations: 01.A.01, 02.A.01,02.D.01-03,
02.E.01-04, 03.A-B.01, Information Acquisition: 04.A-B.01, 05.A.03, Solving
Problems: 07.B.01-02, 07.B.08&11, 08.A-C.01, Communication: 10.B.01 Source: http://standards.jason.org/jasonMars/ |
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MTT Domain-Competencies: Standard I. The
Master Technology Teacher effectively models and applies classroom teaching methodology
and curriculum models that promote active student learning through the
integration of technology and addresses the varied learning needs of all
students. Standard II. The
Master Technology Teacher selects and administers appropriate technology-related
assessments on an ongoing basis and uses the results to design and improve
instruction. Standard III. The
Master Technology Teacher applies knowledge of digital learning competencies
including Internet research, graphics, animation, Web site mastering, and
video technology. Standard IV. The
Master Technology Teacher serves as a resource regarding the integration of
assistive technologies and accessible design concepts to meet the needs of
all students. Standard V. The Master
Technology Teacher facilitates appropriate, research-based technology
instruction by communicating and collaborating with educational stakeholders;
mentoring, coaching, and consulting with colleagues; providing professional
development opportunities for faculty; and making decisions based on
converging evidence from research. Source: http://www.sbec.state.tx.us/SBECOnline/mtp/mtt/standards.pdf |
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Content and Cognitive Goals:
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In every expedition students will look for three
main questions:
1.
What are the dynamic systems of Earth and space?
2.
How do these systems affect life?
3.
What technologies do we use to study these
systems, and why?
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Students will create a table in online journals to
compare Earth and Mars
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The students will watch Mysteries of Earth &
Mars Video on DVD and record thoughts in their online Journals
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Students will read “Introduction to Mysteries of
Earth and Mars” in student workbook
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Students will create a “Space Dictionary” to
record new words from each expedition
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The student will next research and identify the 9
planets in our solar system
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The students will record data in a spreadsheet
about each planet
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The students will go outside and simulate planets
orbiting the sun
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The students will form a theory of the best time
to launch a space craft from Earth to land on Mars
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The students will determine the factors to prove
their theory |
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Learning
Connections: To introduce
the JASON Expedition: Mysteries of Earth and Mars students can watch a Video
on DVD. During the video’s introduction students will listen to Jason host
researchers. Hosts will discuss why we are interested in studying Mars and
how their research will help us better understand the history of Earth as
well as the possibility of life on other planets. English and the language arts are fully
integrated into the JASON Expedition. A variety of curricular exercises
challenge students to read, analyze, and evaluate various types of
information. Language links in each investigation provide opportunities for
creative, persuasive, and analytical student writing. Students keep JASON
Expedition journals, too. JASON
Expedition has a recommended reading list for each unit that allows
classrooms to explore relevant themes. Teachers are provided with literature
links for guided questions to spark in-class discussions and activities. Students
may also participate in message boards and chats with authors and other
students, on Team JASON Online, the gated JASON online community. |
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Procedures for Learning
Activities/Tasks: (Please number each procedure.) Use
questions to address Bloom’s Taxonomy
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Knowledge-recollection, definition, identification,
selection
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Comprehension- classification, description,
generalizations, restatement, summarization
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Application- assessment, collection, discovery,
participation, production, relating
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Analysis- distinguishing, inferring, recognizing
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Synthesis- collaboration, comparison, composition, design,
generation, reorganization
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Evaluation- appraisal, interpretation, justification Assistive and
Diverse Learners: The teacher will discuss
modifications in IEPs with SPED team and make sure appropriate group
assistance or assistive devises are available for lesson. Teacher will assign
a student or lab volunteer to assist with any special needs. Group members
can assist with needs for help to research or record data. Procedures:
1.
Intermittently the teacher will lead class
discussions using questions from different levels of Blooms:
1.
to compare Earth and Mars
2.
about orbiting the sun and then
3.
to theorize on spacecraft launch to Mars
2.
Teacher will use one computer & a LCD projector
to show Introduction segment of Jason Expedition “Mysteries of Earth and
Mars”.
3.
Students will read introductory article in student
workbook
4.
Teacher will instruct students to record their
thoughts from reading article, discussions and the video in a table that will
be copied and pasted into their online journals
5.
As the students find new vocabulary words they
will enter words in a Space Dictionary that is in their portfolio folders
6.
Next students form groups to work collaboratively using
the internet to gather data on the 9 planets of our universe and anything
they can find on the newest 10th one
7.
Each group member will create their own
spreadsheet from instruction handout
8.
Group
members will divide up planets to be researched. They will collect data in
their spreadsheet and share it with group for entry in their spreadsheets
9.
Finally students will go outside and act out
movements of Earth & Mars as they orbit the Sun
10.
After
observing, and group discussions students will determine the best time to
launch a rocket to land on Mars |
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Teaching/Instructional
Strategy: Instructional groups strategies,
group management strategies, extensions for diverse needs of learners, accommodations
and modifications for learners IEP correlated when needed, variety of
technologies, variety of uses of technologies. Teacher will use questioning to
start intermittent discussions and use LCD projector to show a video to
introduce the Jason team and expedition to be discussed. Students will write
reflections in journal of new information. Students will next be assigned to
a team of three or four students. Each team member will choose one or two
planets to research. They will find information to complete a spreadsheet for
their team. Members will collaborate to help each other and then decide which
planet the group would like to visit and why. Group members will also share
data and new words they find to put in their Space Dictionary. As an outside
activity groups will enact orbiting of Earth and Mars around Sun then
theorize to decide when to launch spacecraft to Mars. For diverse learners, a set of
classroom and group “Rules” will be followed. These will help all to have a
voice in discussions and activities:
1.
Everyone’s ideas count
2.
There is no wrong answer
3.
No put-downs or sarcasm used
4.
Mistakes are learning points Blooms Questions for Discussion Starters and Extension Activities Team JASON Online
Activities: Physical Science and
Mars Rovers at JPL JASON Science Blast! PHOTO GALLERIES Physical Science and
Mars Rovers at JPL VIDEO CLIPS Unit 1 - Physical
Science > Unit 1 - Expedition
Field Notes > Login: |
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Student
Work Samples: Authentic
digital images, scanned images, video clips, audio clips, multimedia, charts,
graphs, web pages
Celestial Spreadsheet
Table for Journal Space Dictionary End of Unit Web Page or PowerPoint |
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Technology
Connection: Developmentally
appropriate hardware, software, peripherals, classroom technology arrangement,
software customized to support diverse needs, adaptive/assistive technology
to support special needs All will use computer lab for
internet and group activities, customize computers with screen reader for
special needs, use classroom computers and or home computers for journaling,
dictionary entries and chat sessions during week, students will use Word and
Excel software to create charts, teacher will use DVD and player, LCD
projector and Internet |
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Technology
Management Strategy Check
to make sure computer lab is available for group activities. Make sure
internet is up and software is loaded. Assign student online passwords for
gated Jason online activities and chats. Assign students to work in small
groups in the computer lab to assist others with needs and to find research
on planets. |
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Materials:
DVD player, LCD projector, Computers, Excel and
Word programs, pre-established Web Site links for research |
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Assessment: Portfolio,
demonstration, self-assessment, peer assessment, checklist, rubric, process
and product Informal: Discussion Questions, Journal Entries, Group Participation Formal &
Authentic: Online Jason Assessment Tools, End of
Unit Performance Challenge (Multiple Choice), Reports, or Presentations, Self-Assessment
Checklists & Rubrics for Space Dictionary, Data gathered in Journal
table and Spreadsheet |
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Reflection: Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not
applicable) _________ Technology instruction was effective and
students/educators achieved curricular goals. _________ Technology instruction was effective and
students/educators or I achieved targeted goals. _________ Technology instruction was effective and I
achieved my professional goals. _________ Students/educators were motivated by the
use of technology. _________ Technology was critical to the success of
this lesson. _________ Varying abilities of students/educators
was supported through the use of the technology. _________ Equipment was sufficient for the number of
students/educators completing the activity. _________ Equipment and software functioned
properly. _________ Overall rating of lesson. Reflection
Time: Use
the following questions to reflect on your lesson. Questions
to Ponder: Was this lesson worth doing? In what
ways was the lesson effective? What evidence do you have for your conclusion?
How would you change this lesson for teaching it again? Did your
students/educators find the lesson meaningful? Did the lesson motivate your
students/educators to “go beyond” what was required? Did you achieve your
goals met/in progress in the required criteria? |
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