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Computer Science Lesson Plans

LYNN STRONG

WONDER JR. HIGH, WEST MEMPHIS

GRADE LEVEL AND COURSE:

Seventh grade Science

TOPIC:

The students will use the Internet to research the planets.

SYNOPSIS OF LESSON:

The students will use the internet to find data on two planets. The data should include each planet’s diameter, distances from the sun and earth, length of day and year, range of temperatures, and number of satellites. They will compare and contrast the data in order to make conclusions about the planets' size.

CONCEPTS:

The students will be able to differentiate between two planets and use the diameter to make conclusions. They will also be able to calculate how long it will take to travel a certain distance when given the speed of travel and the travelling distance.

OBJECTIVES:

1. Students use computer and other electronic technology to gather, organize, and manipulate, and express information and ideas.

2. Students demonstrate understanding of concepts related to space.

3. Students demonstrate understanding of measurement concepts.

SCIENCE PROCESS SKILLS:

Collecting data, recording data, analyzing data, comparing data, and interpreting data.

CORRELATION TO NATIONAL STANDARDS:

Teaching Standard A:

1. Select science content and adapt and design curricula to meet the interests, knowledge, understanding , abilities, and experiences of students.

2. Work together as colleagues within and across disciplines and grade levels.

Teaching Standard B:

1. Focus and support inquiries while interacting with students.

2. Challenge students to accept and share responsibility for their own learning.

3. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

Table 6.4 Earth and Space Science

Levels 5-8

Table 6.9 Contents Standards

Grades 5-8

MATERIALS:

Classroom size of thirty or less.

Access to Internet

Handout

Pencil

MANAGEMENT:

Pair up or put in-groups of four. This will depend on how many computers are available that have Internet access. The students may have to take turns on the computer while others do class work.

SAFETY CAUTIONS:

Have the students sign a letter agreeing on using only the web address related to the science activity and not surfing where they do not belong.

PROCEDURES:

1. Have students develop key search works for looking up the planets or a site they think might have information on planets. Before giving handout, have the students brainstorm ways to use different types of measurement to tell the difference in their two planets.

2. List the search words the students come up with on the chalkboard.

3. Give them the handout. Have the students add any other measurements that they came up with during the brainstorm.

4. Do the search on the Internet.

5. Have the students' record which search word or words helped them find their two planets.

6. Also, write down all information required on the handout.

7. Answer all the questions.

8. Use Rubric to grade work done so far.

9. The students will copy the table onto the poster board form their worksheet and record the data collected.

10. After all poster boards are hung, have the class discuss the differences of the planets chosen. How are they different and why are they different.

Example of a Web Site:

1. Students will go to the site, http://windows.ivv.nasa.gov/ "Windows to the Universe."

2. Click on the hyperlink entitled, "Enter the Site."

3. Click on the icon entitled, "Our Solar System."

4. Scroll down to the very bottom of the page. There will be pictures of each planet.

5. Click on the planet that the student would like to obtain statistical information on.

6. Click on the hyperlink "Planetary Facts" to see the information.

7. Write down all information needed on handout.

8. Compute all necessary information required to the handout.

EXPECTED OR ACTUAL RESULTS:

The students should be able to tell the differences between their two planets and use the diameter to draw their conclusion. By doing this, the students will develop descriptions, explanations, and predictions from the data gathered for their planets and their classmates planets.

EXTENSIONS:

Have the students browse around in this site, then send comments to the editor. They can also research stars, satellite schedules, and comets. The students could also make a model or their planets.

ASSESSMENT SUGGESTIONS:

Grade work shown and accuracy of results on handout. Or develop an Internet Research Paper Rubric.

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DONNIE WARFORD

LAKESIDE JR. HIGH/MIDDLE SCHOOL, HOT SPRINGS

GRADE LEVEL AND COURSE:

7th Grade Mathematics - Pre-Algebra

TITLE:

Linear Equations and Web Page Layouts

TOPIC:

Setting Up and Solving Linear Equations Using Variables in Creating Web Pages

SYNOPSIS:

The students will look at different templates of how to arrange a web page for the internet. After students are given the variables of certain rows or columns for a table, they will cut out rows or columns of cardboard that meet the specifications they are given for their particular page and asked to fill in the unknown measurements by setting up an equation and solving. For example, the student might be told the page is 8 1/2" wide. How wide would two equal-width columns be if

their outside borders are each 1" wide and the column between is 3/4" wide?

CONCEPTS:

The student should be able to manipulate their cutouts of two 1" borders and one 3/4" column to get an approximate width of the unknown columns. Also, students should be able to set up an equation like: 2x + 1 + 1 + 3/4 = 8 1/2 and solve for x.

OBJECTIVES:

The student will be able to solve a real-world problem by observing examples of web page layouts and creating a format for a page he/she would like to design. Based upon measurements they are given for a particular layout, the student will be able to reconstruct the data they are given and then estimate the unknown information. Then student will be able to set up a linear equation based upon the information they are given and solve for the unknown.

MATH PROCESS SKILLS:

The students will need the following mathematical skills: using rulers and scissors to construct models of measurements they are given; estimation strategies; ability to write and solve at least two-step linear equations; and following instructions.

NATIONAL STANDARDS:

1. Use problem-solving approaches to investigate and understand mathematical content.

2. Develop and apply a variety of strategies to solve problems, with emphasis on multistep and nonroutine problems.

3. Acquire confidence in using mathematics meaningfully;

4. Model situations using oral, pictorial, graphical, and algebraic methods,

5. Use the skills of reading, listening, and viewing to interpret and evaluate mathematical ideas;

6. Discuss mathematical ideas and make conjectures and convincing arguments;

7. Validate their own thinking;

8. Appreciate the pervasive use and power of reasoning as a part of mathematics;

9. Develop, analyze, and explain methods for computation and techniques for estimation;

10. Use estimation to check the reasonableness of results;

11. Describe, extend, analyze, and create a wide variety of patterns;

12. Understand the concepts of variable, expression, and equation;

13. Develop confidence in solving linear equations using concrete, informal, and formal methods;

14. Investigate inequalities;

15. Extend their understanding of the process of measurement;

16. Estimate, make, and use measurements to describe and compare phenomena;

17. Select appropriate units and tools to measure to the degree of accuracy required in a particular situation;

18. Develop formulas and procedures for determining measures to solve problems.

MATERIALS:

Copies of web page templates (perhaps enlarged on poster board for all students to see the examples);
rulers and scissors for each student;
enough thin cardboard for each student to cut out the given measurements;
8 1/2" x 11 " sheet of paper for each student; pencils;
computer projector (optional.).

MANAGEMENT SUGGESTIONS

After students have viewed examples of web page layouts, students should be instructed to follow the procedures listed below. They will be given variable data and given the necessary supplies to figure out the unknown proportions of their assigned page layout. Students will write their linear equations and solve for the unknown. After they have completed this work, they should share their work with a partner to see if both students seem to have the right idea of how to solve their problems.

SAFETY CAUTIONS:

Students should already be aware of any danger associated with using scissors

PROCEDURES:

1. Show students examples of how internet pages are laid out by using a computer projector and going to sites on the web.

2. Explain to students that rows go from left to right and columns go from top to bottom.

3. Assign different page layout proportions (columns/rows widths or heights) leaving out a dimension(s) to each student.

4. Pass out cardboard and any other materials students do not have available.

5. Instruct students to estimate the missing dimensions of their page layout.

6. Students should then cut out their estimated missing sizes of rows or columns.

7. Students should write an equation based upon the information they were given and then solve for the unknown.

8. Students should compare their estimated measurements with their actual answer after solving the equation.

EXPECTED OR ACTUAL RESULTS:

Students should be able to check the reasonableness of their exact measurements by comparing those to their estimated values. They will be experimenting with and solving real-world problems where mathematics is very useful.

EXTENSIONS:

1. Students could design their own web page with the assistance of a computer instructor.

2. Students could compose all different kinds of possible template measurements and then set up equations to solve based upon what they want their page to look like.

3. Students could view other media (i.e., magazines, newspapers, column/row tables) to get ideas of what the publishers have to think about when setting up a page.

ASSESSMENT SUGGESTIONS:

Students could be asked to cut out all of their columns, rows, and margins to determine if they solved their problems correctly.
Students could make up reasonable problems that they can solve, exchange the problems among themselves, and then check the completed work of the person to whom they gave the problem.

CHALLENGE:

Students should also be challenged with problems where there is more than one possible answer. An example would be where the paper is 11 inches long and the student is told there are four rows and the top and bottom margins are each 1 1/2 inches. Ask the student what the possible measurements could be for the rows if they are all even number heights.

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LYNN STRONG

WONDER JR. HIGH, WEST MEMPHIS

GRADE LEVEL AND COURSE:

Seventh Grade Science

TITLE:

Endangered Species and the Internet

TOPIC:

The students will learn about endangered species using the Internet.

SYNOPSIS OF LESSON:

The students will access the internet and use search words to find endangered animals. They will choose an endangered animal and learn why and what makes the animal they choose endangered or even extinct. They will do a research paper.

CONCEPT

The student will realize what causes an animal to be endangered and what they can do to help the endangered animal.

OBJECTIVES:

1. The students will be able to identify species that are designated as "endangered."

2. They will identify the physical and behavioral characteristics of selected species.

3. They will work in a group to suggest solutions to the problem.

SCIENCE PROCESS SKILLS:

Investigating, collecting data, inferring, and concluding.

Correlation to National Standards:

Teaching Standard A:

Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.

2. Work together as colleagues within and across disciplines and grade levels.

Teaching Standard B:

1. Focus and support inquires while interacting with students.

2. Challenge students to accept and share responsibility for them own learning.

3. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

Teaching Standard C:

1. Guide students in self-assessment.

Teaching Standard D:

1. Structure the time available so those students are able to engage in extended investigations.

2. Create a setting for student work that is flexible and supportive of science inquiry.

3. Ensure a safe working environment,

4. Make the available science tools, materials, media, and technological resources accessible to students.

5. Identify and use resources outside the school.

Teaching Standard E.

Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.

2. Model and emphasize the skills, attitudes, and values of scientific inquiry.

Content Standard C:

Structure and function in living systems

2. Populations and ecosystems

3. Diversity and adaptations of organism

MATERIALS:

Illustrations of animals that are endangered.
Internet
Pen
Paper

MANAGEMENT SUGGESTIONS:

Pair up or put in-groups of four. This will depend on how many computers are available that have Internet access. The students may have to take turns on the computer while others do class work.

SAFETY CAUTIONS:

Have the students sign a letter agreeing on using only the web addresses related to the search and not surfing where they do not belong.

PROCEDURES:

Introduce the lesson by selecting an endangered animal and identifying its physical and behavioral characteristics Discuss the factors that the students feel have contributed to causing this animal to be designated an "endangered" species.

2. Discuss with the class ways that the students think will improve the species chancesfor survival.

3. Allow the students to work individually or in groups to follow the same procedure:

a. Brainstorm in groups about the search words needed for finding animals that are endangered;

b. Record web addresses that have information on endangered animals;

c. Select an animal from a web site;

d. Identify the animal’s characteristics;

e. Divide the research into the following categories:

1. physical features

2. behaviors

3. habitat

4. reproduction

5. diet

6. factors causing endangerment

f. Have the students use the information for each category and write a research paper.

g. Have students orally present their research paper to the class.

EXPECTED OR ACTUAL RESULTS

The students should gain an understanding of why their animal is endangered and what can be done to help the animal.

EXTENSIONS:

This lesson could be preceded with a visit to the Memphis zoo to see how many kinds of animals the zoo is trying to help preserve.
Collect data on several animals and graph the cause of their endangerment.
The students could keep a personal journal of what they are doing to help save the endangered animals.
The class could begin a club or do an activity that promotes helping endangered species.

ASSESSMENT SUGGESTIONS:

Evaluate their research papers or use a Rubric designed for this assignment. Also, evaluate the information found by the student. (Was it a good source or did they just use the first web site they found).