Title III Learning Experience

LEARNING CONTEXT

Purpose or Focus of Experience

The purpose of this experience is to introduce students to the use of the Internet to search for scientific information. The acquisition of needed information is crucial in science since the information is often needed to complete calculations. Research is an important step in the Scientific Method which is used throughout science.

Connection to Standards

MST Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

Students will access needed information from the Internet, generate a written report, and transfer the information to the rest of the class.

Essential Question

Can the Internet be used to quickly and easily locate science-related facts and figures.

Content Knowledge: Declarative, Procedural

The students will understand the need to be specific when doing a search on the Internet.

The students will be able to use search engines to search the Internet for specific information.

PROCEDURE

1. Initiating Activity - Have each student choose an element (should be a solid at room temperature) that they would like to find out more about.
2. Teacher models use of the Internet to show the various search engines and how to narrow a search. (Use a subject other than elements.) This works best if a device such as TV-elite or a video projector is used so the students can see the actual process. It should also be shown how to print both pictures and text. Read to them a sample of how you would like the summary written. (I prefer story form, telling only the important and interesting things rather than a list of properties)
3. Acquisition Experience - The students then go to the computer lab or separate so that they each have their own access to the Internet. They search for the information that is required. (See lab below). Remind them that they need to have the correct units and must record the web sites that they obtain their information from. This process is new to most students and helps them to acquire new knowledge so the teacher should monitor the student's progress and assist them when needed.
4. When they have all their information they must type a brief summary of their findings using a word processor and print it out to be handed in along with their lab. If they don't finish in the lab period they need to finish it before next lab class.
5. Each student presents the information to the rest of the class. The rest of the class can be required to take notes and ask questions.
6. Extending and Refining Experience - After completing this experience the student's will begin working on their science fair project. This project includes researching a topic, typing a log and presenting their findings to at least three teachers. If they are selected for the fair, they will present their findings to another eight judges.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

For older students it is best if each student has their own element and computer. It is best if you are all in one room so you can offer pointers throughout the experience. If you can't be all together you can send all the students who are experienced with the Internet to the separate location. Another option is to match all students with little computer experience up with experienced users. (Every student should still have his or her own element.)

For younger students or if there are not enough computers with Internet access students can work in pairs. Make sure each student is getting a chance to be both computer operator and recorder.

If working in pairs, students with little Internet experience can be teamed with "the experts".

If any student has special needs that make it difficult to use the computer they can be paired with another student.

TIME REQUIRED

Planning - Should take less than an hour the first time. The teacher needs a subject to model for the students as well as a sample report. (Student sample work is included and can be used as the sample report.)

Implementation - The entire experience should take 1½ to 2 eighty - minute lab periods. The first 15 - 20 minutes will be the initiating activity and Teacher modeling. Approximately the next 30 minutes will be used for searching the Internet. The remainder of the time will be used to type up the summary. If time runs out, typing the summary can be assigned for homework or you can give the students some time at the beginning of the next lab session. The students will present their summaries during the second block.

Assessment - The time for assessment should take as long as grading an ordinary lab.

RESOURCES

Need one computer with Internet access for each student or team of students. The computer should also have a word processor such as Microsoft Word. The computer should also be connected to a printer. It is helpful if a device is present to allow the students to see what the teacher is doing on the computer during modeling the use of the Internet but is not necessary.

Element Internet Search Lab

Your name ______________________ Element name ________________

Fill in the following information about your element using the Internet. Be sure to include units when needed. Once you have obtained all the information write and type a short summary using a word processor. The summary must include at least one picture imported. Be prepared to present your findings to the class next lab session.

Density _________

Uses ___________________________________________________________

Discovered (When & Who) ___________________________________________

Atomic Structure (Attach diagram)

Abundance in Earth's Crust ___________________________________________

Color _____________________ (Include picture if you can find one)

Hazards ___________________________________________________________

Radioisotope with longest Half-life & its Half-life _____________________________

Isotopes (List the mass number and relative abundance of all stable isotopes)

Thermal Conductivity _________________________________________________

Heat of Fusion ______________________________________________________

List the addresses of the sites you took information from

ASSESSMENT PLAN

STUDENT WORK

(Include samples of student work showing different levels of performance.)

REFLECTION

This is an update of a lesson that I've been using for a few years so most of the problems have been resolved. The students like the lab because they are on their own. Finding information on the Internet is an important skill especially in science where numerical data is so critical to many calculations. Although the oral presentation of the information is not necessary it is one of the few opportunities my students get to compose and present material to the class.