dwyer maple final

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Published on July 15, 2008

Author: jmaple

Source: authorstream.com

East Coast Weather Collaboration Project:  East Coast Weather Collaboration Project Presented by Ms. Laura Dwyer & Mr. John Maple Purpose:  Purpose Ms. Dwyer & Mr. Maple are both middle school math teachers interested in using more technology in their classrooms. This presentation outlines our plan to collaborate on a mathematics unit about the weather. Students will collaborate with their peers in class and with the other students via several collaborative internet tools including RSS feeds, blogs, videoconferencing and email Weather Collaboration Project:  Weather Collaboration Project This project is collaborative effort of Ms. Laura Dwyer and Mr. John R. Maple. Two Middle School Teachers that decided to allow their students to use Authoring Tools to compare a common everyday occurrence as a means of preparing them for collaboration assignments as a class project. About Us:  About Us Ms. Dwyer teaches sixth grade math in Alexandria, VA Mr. Maple teaches sixth grade math in East Orange, NJ Both teachers are interested in using technology to enhance their students’ learning experience & have taken classes to learn about how to do so The Plan:  The Plan We were both interested in using collaborative tools in math because it is not typically thought of as a collaborative subject We decided on a unit about weather because it will be a good way for students to compare data about two locations The Unit:  The Unit Weather Collaboration Project:  Weather Collaboration Project Middle school students from East Orange, NJ and Alexandria, VA will compare weather data from their areas and evaluate the differences between the two locations Using daily high and low temperatures, students will create charts and bar graphs to compare data from the two locations. In addition, they will be able to calculate average temperature over the two week unit. Students will also evaluate historical data and consider possible global warming for factors in their collected data and any difference in their findings. Preparation:  Preparation Students will need to be familiar with Fahrenheit and Celsius measurements and the conversion from one to the other Students will need to understand precipitation and the measurement of rainfall and/or snowfall Students will need to have access to computers with internet connections Lessons:  Lessons Ms. Dwyer & Mr. Maple will independently teach the concepts behind the weather unit (graphing, comparing, converting units of measure, measuring, etc.) Collaboration will be both within and between students at the two schools Collaboration:  Collaboration Each class will be divided into four groups, two to work on each of the projects which we outline later in this presentation The decision to divide the classes into four groups rather than only two even though there are only two project choices is to allow each student to take on a greater role in the group Collaboration:  Collaboration Groups will use both synchronous and asynchronous methods of communication During the unit the students will be given a minimum of 2 class sessions to work online with their peers at the other location in addition to presenting their final projects Asynchronous communication will allow for the students to continue work on their projects but not to necessarily be working on them at the same time. This preserves flexibility in the teachers’ schedule as well. Collaboration:  Collaboration Unit introduction will be done via videoconference so that each class can see the other and will feel engaged in the collaboration Using class blogs, students will be given access to a secure web site where they will be able to participate in chats, post messages via discussion boards and email each another. Students will be notified of each other’s updates and daily weather updates via RSS feed Final presentations will also be done via videoconference Video Conferencing Notes :  Video Conferencing Notes The cost of setting up video conferencing at each site may be deferred by utilizing local networks. For example, the East Orange school district is part of Montclair State University’s Network for Educational Renewal which allows the district to take advantage of many university services including video conferencing Weather Collaboration Project:  Weather Collaboration Project   This project was designed to help the student body to become more familiar with numbers and data gathering using collaboration with colleagues at different locations for form partnerships and solve issues that affect us in the 21st century. This project has also given you a look into future projects that will involve students from different classes researching and reporting, web searching and data gathering, scientific and interpretive reasoning.   Group Projects:  Group Projects Students will be asked to: Perform extensive research on the issues mentioned in the introduction.  Collect weather data from their location and post it to a website to share with their peers Create a group presentation to be shared at the end of the unit Presentation Format:  Presentation Format Created in Power Point Should contain Excel spread sheets or Microsoft Word tables Bar graph, Line graph or pie chart Temperature conversions Highest and lowest temperatures over a two week span starting as early as July 26, 2007 through August 8, 2007, start date may vary depending on approval, availability of technology or scheduling of other lessons Overall information pertaining to differences in temperature Reference Page Project 1:  Project 1 Part 1 Create a display from the information gathered, this can be a graph or chart that can be understood others detailing your findings. Using the internet, your group will research highest and lowest temperatures recordings for your area over a fourteen day time span. Once you finish your search, you will create a spread sheet or table by using either Microsoft Excel or Word to explain your findings. Part 2 You will use these temperatures to perform temperature conversions with the following formulas: Fahrenheit to Celsius: C = (5/9) x f - 32 Celsius to Fahrenheit: F = (9/5) x C + 32 Project 2:  Project 2 Part 1 You want to explain the recent changes in climate by researching weather patterns over time. Use the following questions to guide your research: What is forecasted? What patterns contributed to the forecast? What is the average monthly temperature in each location? What is the average precipitation? Display this information in a chart or graph. What are the highest and lowest temperatures ever recorded at each location? Why is there a difference between the temperature here and the other location? What are the possible causes/effects? Part 2 Do you think global warming had any effect or played any role in the temperatures at each location? What caused or causes global warming and do you think it has any contribution to the temperature outside? Project Resources:  Project Resources http://www.weatherbank.com http://www.nj.com http://www.weather-warehouse.com http://www.news7.com http://www.weather.gov http://www.climate.weather.com/ Evaluation:  Evaluation Student presentations will be evaluated based on the following criteria Demonstration that the students understood the material & assignment Use of multiple sources of information Clarity & accuracy Participation in the final presentation as part of the group Demonstrated understanding of use of the internet as a research tool Rubric:  Rubric Why Collaborate?:  Why Collaborate? Benefits other subject areas:  Benefits other subject areas By discussing weather and weather patterns with students in another location, students will also gain exposure to other subjects such as geography and earth science An interdisciplinary curriculum helps students see not only how subjects relate to one another but how they are applicable to the real world Use of technology:  Use of technology Students will get to use the internet for research Students will be able to communicate with their peers in another region Students will work together to find answers to their questions and see how some of the internet tools they are familiar with can be used for practical applications Teamwork:  Teamwork Collaborating with their peers both face to face and online teaches students how to work as part of a team. This is an increasingly valuable skill as they continue their education and begin to enter the workplace Meeting Standards:  Meeting Standards This math unit meets both state and ISTE standards for mathematics and technology Use of internet & collaboration technology Graphing & Graphical Methods Tables Average, Mean & Median Recognizing Patterns International Standards:  International Standards ISTE STANDARD 8 COMMUNICATION Mathematics instructional programs should use communication to foster understanding of mathematics so that all students — organize and consolidate their mathematical thinking to communicate with others; express mathematical ideas coherently and clearly to peers, teachers, and others; extend their mathematical knowledge by considering the thinking and strategies of others; use the language of mathematics as a precise means of mathematical expression. New Jersey Core Curriculum Content Standards:  New Jersey Core Curriculum Content Standards 4.2 Geometry & Measurement D. Units of Measurement 4.3 Patterns & Algebra A. Patterns B. Functions & Relationships 4.4 Data Analysis, Probability & Discrete Mathematics A. Data Analysis B. Probability 8.1 Computer & Information Literacy All students will use computer applications to gather & organize information to solve problems Commonwealth of Virginia Mathematics Standards of Learning & Curriculum:  Commonwealth of Virginia Mathematics Standards of Learning & Curriculum Standard 6.18 Strand: Probability & Statistics The student, given a problem situation, will collect, analyze, display, and interpret data in a variety of graphical methods, including line, bar, and circle graphs Standard 6.19 Strand: Probability & Statistics The student will describe the mean, median, and mode as measures of central tendency, describe the range, and determine their meaning for a set of data. Going Forward:  Going Forward Upon completion:  Upon completion Ms. Dwyer & Mr. Maple will present our students’ work to the administration and discuss the successes and areas in need of improvement for next time Expanding the Program:  Expanding the Program Depending on the success of this program, we may look at other areas of the math curriculum that are appropriate for collaboration or we may look into expanding this program in the future to include the earth science, geography or even history teachers from our schools

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