Capstone Slideshow
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The document outlines a capstone project aimed at integrating geology and meteorology through student-centered learning and authentic experiences. Students will actively engage in data collection and analysis, collaborate with peers and virtual pen-pals, and utilize various technology tools to create a final project about their chosen location. The objectives focus on developing higher-order thinking skills, flexibility in grouping, and incorporating multiple sources of information to enhance students' understanding of earth sciences.
Capstone Slideshow
- 1. Capstone PRoject Authentic Meteorology & Geology Integration
- 2. Purpose Go beyond the “basics” of Geology & Meteorology Student Ownership of Learning Authentic Experiences Long Time Span
- 3. Objectives Objectives #1 - 4: Student-Centered – students will be making many of the decisions on the specifics of their studies Learning & Doing – actively engaged in relevant activities on a daily basis Using Information – students gather and use information from the weather channel to do a statistical analysis Facilitator – teacher will guide students through selections of locations, help find contacts for location, & assist with selection of product to fit with learning style
- 4. Objectives Objectives #5 & 6: Flexible grouping based on individual student needs – students will work alone at times while at other times will have a partner for data analysis and proofreading of final project while at other times there may be large or small group instruction Multiple Instructional & Learning Modalities – instruction given in large and small groups with assistance from our technology specialist during work time to address all student needs – learning options for students depending on interests and abilities
- 5. Objectives Objectives #7 & 8: Higher-Order Thinking Skills – students analyze weather data and create a product highlighting the geologic and meteorological phenomena for their chosen location Interdisciplinary – in addition to earth science students use mathematical reasoning and writing skills in the final project – there are also be some historical links
- 6. Objectives Objectives #9 & 10: Collaboration – contact w/other students from around the world to learn about their selected location – work done w/project buddy to proofread work & practice presentation - students will also share their products w/students in class & discuss their findings Performance-Based Assessments– instead of taking a traditional test of what was learned in geology and meteorology students are demonstrating their knowledge gained & depth of understanding through graphing, drawing, discussing, creating and analyzing of critical components
- 7. Objectives Objectives #11 & 12: Multiple Sources of Information – collected from data and research on-line, in electronic encyclopedias, and through e-mail contacts with real people Technology Integrated– students use data from the Weather Channel every day to collect data and gradually build graphs as we learn new concepts, projects and products are making use of multiple applications (pages, iMovie, GarageBand, Keynote, Web 2.0 tools, etc.) on student laptops
- 8. Objectives Objectives #13 & 14: Learning Styles – LS inventory taken early in course and used to select product for the final project later Learning How to Learn – students gradually build knowledge & must become at ease with making hypotheses & drawing conclusions from analysis – questioning skills of their e-mail partners will make their learning much easier and more thorough
- 9. Objectives Objectives #15 & 16: Authentic Projects – information will be used from e-mail partners, on-line research, and gathering of data on-line via the Weather Channel as real scientists do Students Act as Professionals – students act as meteorologists in their data analysis project using techniques and terminology used in the profession
- 10. Timeline Continues through entire semester (block schedule with 80 minute classes) Begins with Learning Style Inventory & Selection of location students have a personal connection with in some way (2nd & 3rd day) Goes across Geology & Meteorology Units Partner with Virtual Pen-Pal to share data Project, Paper, & Visuals shared on Wiki (last week of class)
- 11. Project Components Students select location they are curious about Learn to collect vital weather data for location Collect data over entire semester Geology unit - As learning topics “talk” w/Virtual pen-pal Learn about impact of topics in their area and begin documenting through words and visuals in preparation for final project
- 12. Project Comp -cont. Meteorology Unit - Weather Data Analysis assignment See Weather Data Chart on next slide More Virtual Pen-Pal discussion to gain better understanding of weather in the chosen location
- 13. Weather Data Collected
- 14. Project Comp -cont. Final Project of info. learned about location Choose btw. Travel Channel Video, Museum Exhibit, Travel Brochure (see next 2 slides) Work with similar learning styles to brainstorm, discuss, proofread, & practice presentations Project, Paper, & Visuals displayed on Wiki Oral Presentation to share with class
- 15. Instruction Page
- 16. Project Rubric
- 17. Resources Virtual Pen-Pal contact through: Student ePal e-mail accounts (initiated by instructor) Connections through Taking it Global website Parent connections (see tri-fold on next slide) Weather Data from www.weather.com for each student’s selected location Rubrics created through www.rubistar4teachers.org
- 18. Students Understanding the World The Initiative The Parents So, what can YOU do to help? You will be able to The idea of this project is for students to follow the progress of your child as this project learn about meteorology and geology progresses by going to a website given to each through a personal connection they can student a little further into the semester. This have with a chosen location somewhere will be a great conversation starter between you else in the world. I have found that when and your son/daughter as this project will take students are able to choose a location they almost the entire semester to complete. are curious about it makes learning the “tough” stu! within the meteorology and Have a talent? Have a little spare time in your geology curriculums much easier AND it day once a week? We have many ways for you to seems to make more sense to them. be involved in our class from your home or right in our classroom. Let me know what works for We will be making these connections you... Mrs. Roth’s contact information... through several di!erent modes that will end up being similar to an electronic " E-mail address: croth@cysd.k12.pa.us www.wordle.net version of pen-pals. As we learn about topics in class the students will be talking " Phone number: 846-6789 The Connections to their virtual pen-pal about those topics to see if they are impacting lives in the area Another way to help is by letting me know in which their “pal” lives. if you have any connections to people in other parts of the world. The goal is to Ultimately, students will compile their have a virtual pen-pal for every single newly acquired information on the student. Maybe you don’t know someone in computer in various ways to demonstrate Kenya but you might have a nephew in the the vast knowledge they have gained, not military in Japan. Perhaps your neighbor just through traditional research but by has a sister that moved to Australia. You connecting with real people all over the get the idea! Reach out and see if there is world. Family, friends, and virtual pen-pals someone out there we can work with and will all be able to view this information and then let me know ASAP...it is never too late comment on the student work. to make a new connection. One Side of Flyer to Parents
- 19. Desired Outcomes Deeper understanding of the workings of our Earth & Atmosphere Enjoy the learning processes Improved grades on final exam in Geology & Meteorology Parents connected to their child’s learning