WEATHER - This Is My World and Welcome To It!

USA

USA013

Résumé, summary

It is generally considered that biology will be the science which will generate the greatest social change in the next 20 years. While recombinant DNA and other genetic engineering techniques will be the area of most rapid change, such progress will be a hollow achievement if our environment, upon which we all depend, has been allowed to be degraded. In light of this, students need to be in a learning environment which illustrates the real world of South Florida and the interactions between society and science. Knowledge of such interactions is essential if the future citizens of South Florida are to make wise and informed decisions in the voting booth. The "ripple effect" will be dynamically evident as the enthusiasm of participating students is transmitted to their peers. Today's world technology demands science literacy as do promising jobs and careers of the future. Today too many of our students are discouraged about their ability to cope with technical information. Since science literacy is the nation's goal, Project 2061 Science for All Americans points to ways of deeper coverage of fewer science topics. Such deep coverage allows teachers to emphasize the process skills that will benefit students throughout their lives. Skills include the ability to use, analyze, and construct scientific knowledge; to describe and explain real-world events; to draw conclusions; to make predictions about future events; and to design systems and decide courses of action. My classroom takes on this integrated approach - teach science in modules/themes; each theme drawing from others. Or the merging of the science disciplines which eliminates the discipline boundaries. The themes taught are "issues" relating to the real world. One of the 'themes' is weather with the merging of life science, earth/space science, and chemistry with Science-Technology-Society STS and computer technology. The curriculum encourages critical thinking/problemsolving. Classes include more handson/mindson experiences with cooperative learning and teamwork involved. Initially students research various topics related to weather They also learn how to use various types of measuring, analysis and observation data collection techniques and methods plus equipment involved. Students write up proposals and or study routes that they wish to pursue and what will be their final product. Development of data collection logs and notebook are the primary source for records. Using a variety of technological equipment and computers, students develop their product. The use of telecommunications allows them to gather information that is current and to share what they are learning. The integration of the various sciences, enhancing the socio-environmental issues plus the interdisciplinary aspects of math, english and social studies shows the student where they fit into the whole world. In classroom use, students had a better understanding of the world around them, the environmental concerns they hear about and were able to transfer their science knowledge over into other subjects. The students speak and have begun campaigns to educate and effect change in their world about the environment. This curriculum consists of all the real aspects of the environment and real problems for which students can give real meaning and understanding to their relationship to the natural world. The immense decisions for the environmental responsibility is the duty of all individuals. This can be done through providing opportunities for students to critically think and solve realistic "problems". In the evaluation of this program, many traditional and alternative assessment forms have been tried. The traditional assessment provides information on facts and vocabulary that is learned and retained for further use. The alternative assessments are varied and evolving. Through teacher observation students are recognized for their initiation of questions, their performance in problem based situations. Oral communications allow students to talk about their new understandings. Many classroom activities are designed in which students can use what is learned. Creative presentations and finally portfolios allow for multiple techniques of assessment to reflect the goals. Students show greater responses to their future and become more actively involved in it.

Discipline, subject :

sciences Naturwissenschaft sciences scienze interdisciplinarity interdisciplinaire

Public :

primaire Primarschule primary school primario

Contacts :

Banas, Suzanne

19400 Gulfstream Road
33157
MIAMI

Tel : (305) 235-4761 x254
Mail :
Fax : (305) 254-3746

Pédagogie, pedagogy :

The science classes integrate life, earth/space, and chemistry with science-technology-society and computer technology. The curriculum includes critical thinking/ problem solving with topics being taught to "issues" relating to the real world. The classes include hands-on/minds on experiences with cooperative learning.

Apprentissage, learning :

The skills that students learn and use include the ability to use, analyze, and construct scientific knowledge; to describe and explain real-world events; to draw conclusions; to make predictions about future events; to design systems and decide courses of action.

Enseignement, teaching :

The teacher is and information supplier, a guide through the maze on the information highway. Activities are student centered and student driven. Students choose topics within the theme and pursue data collection and research in their own interest.

Technique :

Through Internet and many college information banks, students had the ability to gather data on weather. Using telecommunications and the state provided network students were able to communicate with scientists and other students from all over the world about their specific interests. In addition, at the school site, the students had access to current, local weather using the Automated Weather System and a ground receiving station for satellite images.

Société, society :

Culture :

Since Hurricane Andrew devastated our community and school, students, teachers, and parents are interested in weather and how it affects them. Using the computer technology systems and research/ data gathering processing students become familiar with their local weather. With knowledge comes the power to at least control what will affect you.

Institution :

At Cutler Ridge Middle School, we have a complete network system. There is a computer in every room and mini-labs in all science and math rooms with some in english classes. The telecommunications and weather systems are also networked. Teaches and students have access to all types of programs.

Logistique :

All the data collecting and research can be done at the school site. Teacher planning is an important aspect of this program.

Remarques, remarks :

Through the use of computer technology and telecommunications my students have improved in their writing skills better than they have in a traditional classroom lesson. It is generally considered that biology will be the science which will generate the greatest social change in the next 20 years. While recombinant DNA and other genetic engineering techniques will be the area of most rapid change, such progress will be a hollow achievement if our environment, upon which we all depend, has been allowed to be degraded. In light of this, students need to be in a learning environment which illustrates the real world of South Florida and the interactions between society and science. Knowledge of such interactions is essential if the future citizens of South Florida are to make wise and informed decisions in the voting booth. The "ripple effect" will be dynamically evident as the enthusiasm of participating students is transmitted to their peers. Today's world technology demands science literacy as do promising jobs and careers of the future. Today too many of our students are discouraged about their ability to cope with technical information. Since science literacy is the nation's goal, Project 2061 Science for All Americans points to ways of deeper coverage of fewer science topics. Such deep coverage allows teachers to emphasize the process skills that will benefit students throughout their lives. Skills include the ability to use, analyze, and construct scientific knowledge; to describe and explain real-world events; to draw conclusions; to make predictions about future events; and to design systems and decide courses of action. My classroom takes on this integrated approach - teach science in modules/themes; each theme drawing from others. Or the merging of the science disciplines which eliminates the discipline boundaries. The themes taught are "issues" relating to the real world. One of the 'themes' is weather with the merging of life science, earth/space science, and chemistry with Science-Technology-Society STS and computer technology. The curriculum encourages critical thinking/problemsolving. Classes include more handson/mindson experiences with cooperative learning and teamwork involved. Initially students research various topics related to weather They also learn how to use various types of measuring, analysis and observation data collection techniques and methods plus equipment involved. Students write up proposals and or study routes that they wish to pursue and what will be their final product. Development of data collection logs and notebook are the primary source for records. Using a variety of technological equipment and computers, students develop their product. The use of telecommunications allows them to gather information that is current and to share what they are learning. The integration of the various sciences, enhancing the socio-environmental issues plus the interdisciplinary aspects of math, english and social studies shows the student where they fit into the whole world. In classroom use, students had a better understanding of the world around them, the environmental concerns they hear about and were able to transfer their science knowledge over into other subjects. The students speak and have begun campaigns to educate and effect change in their world about the environment. This curriculum consists of all the real aspects of the environment and real problems for which students can give real meaning and understanding to their relationship to the natural world. The immense decisions for the environmental responsibility is the duty of all individuals. This can be done through providing opportunities for students to critically think and solve realistic "problems". In the evaluation of this program, many traditional and alternative assessment forms have been tried. The traditional assessment provides information on facts and vocabulary that is learned and retained for further use. The alternative assessments are varied and evolving. Through teacher observation students are recognized for their initiation of questions, their performance in problem based situations. Oral communications allow students to talk about their new understandings. Many classroom activities are designed in which students can use what is learned. Creative presentations and finally portfolios allow for multiple techniques of assessment to reflect the goals. Students show greater responses to their future and become more actively involved in it.