Tomasetti,+Christine+C

Hi Everyone! I'm Chris Tomasetti. I teach sixth grade at Harlan. I want to get more comfortable with technology. I'm probably a "step above" a novice, but I'm always willing to learn (and get a little frustrated besides)!!

1) Energy input = energy output lesson. E = f x D; E = F x d; Kids currently read three pages of information from activity sheets. The math calculation is presented within the reading. In the past, I've used separate sheets of paper using large F (force), short d (distance), and small f (force), large D (distance) and having tall/short students stand up and hold these signs, but the kids still do not understand using these visuals.
 * Brainstorming lessons to Incorporate Technology:**

2) Plate Tectonics This is a brand new lesson we need to teach in Earth History. I've been given a few activity sheets, but I'm not comfortable that the kids will understand it. I would like to develop something bigger so that they can see that the Earth was originally one large land mass, but over time due to ocean ridge and trench activity, the land masses began to pull apart into seven separate continents.

3) Rock cycle Igneous, sedimentary, and metamorphic rocks continually recycle over time. Kids have trouble understanding, based on textbook pictures, how this happens. I would like to develop something more interactive so that they can see how the rocks move above ground due to volcanic activity, erode to become particles and cement together to form sedimentary rocks, and then heat and intense pressure can form to change igneous or sedimentary rock into metamorphic rock.

4) Mechanical Advantage This refers to how many times the effort force is magnified by a simple machine. It is a numerical comparison of the effort force and the resistive force. There are a few paragraphs to read and an example in the lesson, but the kids don't understand the concept. I'd like to find some type of interactive site to help explain this math formula better.

Upon reviewing the above lessons, I've decided to focus on Plate Tectonics . 1) To recognize that the Earth was originally one large landmass many billions of years ago. 2) To identify Earth's crustal plates in the form of continent and ocean plates 3) To understand that Earth's crustal plates are moving as a result of convection currents in the mantle. 4) To understand that the plates move in different directions.
 * Choosing a Lesson/Developing Objectives/Goals/Assessments**
 * Objective:**

Students will cite three types of evidence that indicate all the continents were once a large land mass. For example, Earth fitting together like puzzle pieces, fossil evidence, rock types, glacial evidence, etc.
 * Goal:**


 * Developing the Plan:**

http://www.pbs.org/wgbh/aso/tryit/tectonics/

http://www.scotese.com/pangeanim.htm

http://www.nature.nps.gov/geology/usgsnps/pltec/pltec1.html

http://www.discoverourearth.org/student/tectonics/continental_drift.html

http://www.divediscover.whoi.edu/tectonics/movements.html (has a quiz)


 * 1:** Students will choose to explore one of the first four websites listed. They will read the information and they will click on the interactive sites to investigate plate tectonics. They will work in small groups of four.


 * 2:** Students will investigate the last website, "DiveDiscover". They will read the information and explore the interactive displays. Finally, they will take the six question quiz which is part of the website. If they answer a question incorrectly, the site will let them choose again until they select the correct answer. If they answer correctly, the website informs them, and then it repeats the correct answer underneath the confirmation.


 * 3:** Class discussion of plate tectonics -- summarize, answer questions, etc.


 * 4:** The same quiz that the students took on the computer will be printed. The students will take the quiz the following day. This will be the assessment tool for the lesson. The last question on the quiz will be teacher written. It will ask for three pieces of evidence to support the theory that all of the continents were originally one land mass. If students have read all of the information on any of the websites, they will be able to answer this question correctly.

1) Put in request for four additional laptops to be delivered to the classroom. 2) Plan on two days for the technology lesson. 3) Post copies of the websites at each computer station. 4) Back up plan -- use the Investigation 7 reading resources, "Plate Tectonics" in the Earth History teacher manual.
 * Prepare the environment:**