Ms Daniel's Webquests

Wallace Stevens Poems on Google Docs

2011-09-07T04:48:00.000-07:00

We will all collaborate to make a collection of our poetry on Google Docs. You should click on this link and follow the directions on the page to enter your poem. You may add an image, if you like, once your poem is done.

https://docs.google.com/a/nativity-cincinnati.org/document/d/1vmWOuMLEtztSlHzIJYPDA-Fnrtb9qVzCBScaTU2Xm4s/edit?hl=en_US&pli=1

Freakish Frogs

2011-08-04T17:29:00.000-07:00

Based on a Webquest Designed by
Brenda Solis

Introduction
You are taking a nature walk with your friend and you decide to stop and look at the nearby pond. You hear the croaks get louder as you approach the water. You see the creatures hopping nervously as you walk by them. You grab one and observe what looks like a frog and yet it has 2 extra legs. Your friend catches 2 of them but one has only 1 leg.
What causes freakish frogs? Discover some exciting, disturbing, and enlightening ideas from different sources regarding the subject of frog deformities. Form opinions about your findings and have fun doing it! Then, share your opinions and your reactions with your classmates, your teacher, and the entire school.

The Task
Read and record important details about the freakish frog problem.
Discuss your findings in a small group and come up with a group decision about the causes of frog deformities.
Create a slide show or poster convincing the rest of the class about your idea of what really causes freakish frogs.

The Process
Accomplishing your task is a step by step process that requires your time, attention and cooperation. This may take as long as 3 weeks to complete.
In groups of 3 or 4, brainstorm possible causes of the freakish frog problem.
Read news articles and browse through the following web sites that your teacher has selected for you:

Web Sites That You May Want To Look At While Researching The Freakish Frog Problem:

Evidence of the problem
The Frog Deformity Problem
Deformed Frogs in the News
Freakish Frogs Trigger Big Mystery
The Discovery of Deformed Frogs
Studying Frogs in Ohio

Possible Causes

Or Maybe it is a Natural Thing
Chemical Culprits
Why Are The Frogs Malformed?
Parasite Hypothesis
Pesticide Hypothesis
Ecological Alarms

Deformed Frog Photos
Freakish Photos

Miscellaneous
Frog Sounds and Jokes

In your small group, each student should read articles that are different from what the other students are reading.This will give your group access to more information more quickly than if you all read the same information.

Individually write down all the important information. If you have a question about deformed frogs that you are having difficulty finding answers to, you may find what you need at the Minnesota Pollution Control Agency -- Frog Information website.

Go back to your small group and share what you have found. Your notes should help.

Discuss what you think may be the real cause of the freakish frog problem. Make a group decision. Come to a consensus. Your group's decision may be different from other groups'. That's okay. NOTE: Your teacher will expect you to be able to explain what a "consensus" is, and describe how a group can work to achieve a "consensus." Be sure that you read and understand this part.

Based on your decision, create a diorama showing an ideal environment that will prevent the frog problem from reoccurring. Be ready to explain how this environment is different from that of the ponds where the freakish frogs were discovered.

Your group should create a slide show or poster convincing the rest of the class about your idea of what really causes frog deformities.

Evaluation
Your teacher will evaluate you according to the evaluation rubric below. Make sure you do your best

Oral Presentation --
Accomplishes little of what is considered "exemplary".
Accomplishes some of what is considered "exemplary".
Accomplishes most of what is considered "exemplary".
Organized information, clear delivery, able to answer questions, and able to cite at least 5 facts.

Poster or Slide Show --
Accomplishes little of what is considered "exemplary".
Accomplishes some of what is considered "exemplary".
Accomplishes most of what is considered "exemplary".
Engaging pictures and text, accurate information that arouses the audience's interest and/or concern.

Diorama/Environment
Accomplishes little of what is considered "exemplary".
Accomplishes some of what is considered "exemplary".
Accomplishes most of what is considered "exemplary".
Contains all items frogs need to survive and a written explanation with a fact-based reason for the environment's design.

Conclusion
By completing the activities in this WebQuest unit, you will have made a difference in the life of freakish frogs. If you really applied yourself and accomplished all the steps in the process, you may even have made a difference in the lives of people!

Credits & References
Thanks to all these who created images, or published ideas used in the creation of this webquest:
ABC News Science and Stan Sessions
KIE Project
American Association for the Advancement of Science
National Environmental Health Information Service
PBS: Frontline
Minnesota Pollution Control Agency (MPCA): Frog Live Cam
Minnesota Pollution Control Agency (MPCA): Photos of Deformed Frogs

Wangari Maathai

2011-08-04T17:05:00.000-07:00

Dr. Wangari Muta Maathai was born in 1940 in a village in Kenya. In 2004, she became the first African woman to receive the Nobel Peace Prize. The judges valued "her contribution to sustainable development, democracy and peace”. She is also a member of Kenya’s Parliament. She served as Assistant Minister for Environment and Natural Resources between 2003 and 2005.
Maathai left Kenya after high school to study biology in the USA. She got both her Bachelor’s and Master’s degrees and returned to Kenya. She became the first Kenyan woman to earn a Ph.D. In 1971, she became a professor at the University of Nairobi. In 2002, Maathai accepted a position at Yale University's Global Institute of Sustainable Forestry.
Her environmental roots were planted in 1977. She founded the Green Belt Movement, a non-governmental organization whose mission was to plant trees across Kenya to prevent soil erosion. It has planted over 40 million trees to date and earned her the nickname of "The Tree Mother of Africa." This experience sparked her keen interest in protecting the environment and saving the planet.
Dr. Maathai became more involved in environmental and women's issues. Her politician husband divorced her because of this. He said she was too strong-minded for a woman. Amazingly, the divorce judge agreed and jailed her! She has been imprisoned several times since for standing up for her beliefs. Today, she is a member of the Nobel Women's Initiative and campaigns globally for peace with justice and equality.

Watch this YouTube Video about Dr. Wangari Maathai

Complete the following activities. Print your work and turn it in for credit on this project.

CHOOSE THE CORRECT WORD
Delete the wrong word in each of the pairs of red italics:
Dr. Wangari Muta Maathai was born in 1940 in a village in Kenya. In 2004, she became the fast / first African woman to receiving / receive the Nobel Peace Prize. The judges valued "her contribution to sustainable development, democracy and piece / peace”. She is also a member of Kenya’s Parliament. She served / saved as Assistant Minister for Environment and Natural Resources between 2003 and 2005.
Maathai left Kenya after high school to study biologist / biology in the USA. She got both them / her Bachelor’s and Master’s degrees and returned to Kenya. She became the first Kenyan woman to earn / learn a Ph.D. In 1971, she became a professor at the University of Nairobi. In 2002, Maathai accepted a position of / at Yale University's Global Institute of Sustainable Forestry.
Her environmental leaves / roots were planted in 1977. She founded the Green Belt Movement, a non-governmental organization who / whose mission was to plant trees across Kenya to prevent sail / soil erosion. It has planted over 40 million trees to date and earned her the nickname of "The Tree Mother of Africa." This experience sparked her been / keen interest in protecting the environment and saving the planet.
Dr. Maathai became more / many involved in environmental and women's issues. Her politician husband divorced her because of this. He said she was too strong-minded with / for a woman. Amazingly, the divorce judge agreed and jailed / freed her! She has been imprisoned several times since for standing / sitting up for her beliefs. Today, she is a member of the Nobel Women's Initiative and campaigns globally for peace with justice and equality.

PUT THE TEXT BACK TOGETHER
Number these lines in the correct order. The first one is done for you --
( ) peace”. She is also a member of Kenya’s Parliament. She served as Assistant Minister for Environment and Natural Resources between 2003 and 2005.

( ) degrees and returned to Kenya. She became the first Kenyan woman to earn a Ph.D. In 1971, she became a professor

( 1 ) Dr. Wangari Muta Maathai was born in 1940 in a village in Kenya. In 2004, she became the first African woman to

( ) globally for peace with justice and equality.

( ) up for her beliefs. Today, she is a member of the Nobel Women's Initiative and campaigns

( ) soil erosion. It has planted over 40 million trees to date and earned her the nickname of

( ) Dr. Maathai became more involved in environmental and women's issues. Her politician husband

( ) "The Tree Mother of Africa." This experience sparked her keen interest in protecting the environment and saving the planet.

( ) receive the Nobel Peace Prize. The judges valued "her contribution to sustainable development, democracy and

( ) at the University of Nairobi. In 2002, Maathai accepted a position at Yale University's Global Institute of Sustainable Forestry.

( ) Maathai left Kenya after high school to study biology in the USA. She got both her Bachelor’s and Master’s

( ) agreed and jailed her! She has been imprisoned several times since for standing

( ) non-governmental organization whose mission was to plant trees across Kenya to prevent

( ) Her environmental roots were planted in 1977. She founded the Green Belt Movement, a

( ) divorced her because of this. He said she was too strong-minded for a woman. Amazingly, the divorce judge

THE WANGARI MAATHAI SURVEY
Write five questions about Wangari Maathai in the table. Interview another student in your class about the answers to your questions. Write down their answers.

Q.1.

Q.2.

Q.3.

Q.4.

Q.5.

Prepare a short presentation for the class on your findings.

PROJECT --
Search the Internet and find more information about Wangari Maathai. Use the information that you find to complete ONE of the following activities:
• WANGARI MAATHAI POSTER: Make a poster showing the different stages of the life of Wangari Maathai.
• MAGAZINE ARTICLE: Write a 5 paragraph magazine article about Wangari Maathai. Include an imaginary interview with her. Write about what she does every day and what she thinks about.
• LETTER: Write a letter to Wangari Maathai. Ask her three questions about her life. Give her three suggestions on what she should do in her future.

April 27, 2011

2011-04-27T11:58:00.001-07:00

Geography -- USA map test is Friday
Mixed Topics Math -- read pages 80-82
Fraction Intensive Math (C.H., B.C., K.B., E.D.) -- page 607, lesson 6-6, odd numbered problems

International Fair

2011-04-26T05:17:00.000-07:00

This year’s 6th grade International Fair will focus on nations with significant Muslim populations. Your team will work together to learn about the culture of your assigned nation. Each team will then make a multi-faceted presentation of what they learn and discover together to their classmates, parents, and friends.

Working on this project will help you to learn about the geography, government, customs, cultural elements, and history of your assigned nation. Student groups are expected to prepare an attractive and informative display about their assigned nation (including an area where visitors can sample four or five simple dishes from the culture), and to present a cultural presentation including elements such as music, dance, poetry, story-telling, ceremonies, games, etc.

Project Requirements --
1) General Poster – Map, Flag, Climate, System of government, Currency, Leader, Current events

2) Historical Timeline – Drawn to scale and illustrated. Timelines should display at least 10 important events in the history of your country. Five of these events must be illustrated.

3) Travel Guide Brochure – Places to visit, Usual weather, Tips for travelers, Special events

4) Biographical Poster of famous Muslim (required – one from each group member)
Scientist, Scholar, Artist, Poet, Musician, Architect, Leader, Athlete, Author, Doctor, Explorer, etc. Find someone who is interesting to you. Maybe you would like to find someone who is a woman, or from a particular racial group, or disabled. You are encouraged to browse through the lists to choose your person.

Include – Date and place of birth, family, education, accomplishments, portrait, fun or interesting facts

5) Food Items from the country (one required from each group member) – Your food item must be able to be served cold or at room temperature. We will have no facility for heating or reheating dishes, so choose your food item carefully. Desserts, salads, breads, dips or spreads, and appetizer-style items work best. Whatever you decide to bring, it should serve at least 6. Bring your item to school the morning of the International festival in a container that is clearly marked with your name. Attach any necessary directions for serving the item to the container. You must provide a neatly typed copy of the recipe, and you should bring any required serving items (plates, bowls, cups, spoons, etc.)

6) Group Presentation – Each group will be required to make a cultural presentation about their country. Your presentation should be well organized and carefully practiced. It should last 3-5 minutes. Group members should dress in the caftans that we will make in class. Material for the presentation may include any two of the following:

Summary and Description of Interview with Muslim Visitor
Poem
Prayer
Song
Dance
Story or Folktale
Dramatic scene
Informative presentation about your country's history and traditions
Game
Demonstration: craft, celebration, ceremony, ritual, etc.
Other (with teacher approval)

Resources –
Every effort will be made to connect students with a Muslim visitor from the country that they are studying. However, it is important to remember that these are volunteers who generously give of their time in order to facilitate this project. There is no guarantee that every group will have the opportunity to visit personally with a member of our local Muslim community. Some of our visitors cannot be at school during the regular school day, in these cases, students will be asked to stay after school or return to school to meet their guest.

General Information --
CIA World Factbook
Famous People by Nationality
Islamic Studies Topics
Stories, Fables, Folk Tales for kids
Poems for Children
History for Kids
Classical Islamic Poetry

Links for Dances --

Traditional Iranian Dance

Traditional Egyptian Dance
Traditional Moroccan Dance
Traditional South African Dance
Traditional Chinese/Taiwanese Dance
Traditional Palestinian Dance
Traditional Bosnian Dance
Traditional Mauritanian Dance

Build a Medieval Castle

2011-04-10T12:11:00.000-07:00

Credits:

Author: Linda M. Ricchiuti - Curriculum Specialist; California Technology Assistance Project
School District: San Bernardino County Superintendent of Schools Office
School Address: 601 N. E Street, San Bernardino CA 92410-3093

During the Medieval era, life was lived by a very different set of political, economic, and social rules. The only form of government was a Monarchy where the king or queen ruled by "divine right." "Divine right" simply meant that people believed that God appointed the king or queen to rule with absolute power. The main economic system was Feudalism in which the king appointed a baron or knight to oversee a portion of his land in return for loyalty and protection in case of invasion. The baron or knight would oversee the serfs who labored on the land in return for protection given by the baron or knight. In order to better understand Feudalism and Monarchy, click here before you begin your task.

You are a famous builder of Medieval Castles, living in Wales in the year 1076. You are hired by the Norman Baron William de Clare to build him a fantastic castle in Aberystwyth, Wales. The population of Aberystwyth is approximately 300 serfs, 150 soldiers in residence, a household staff of about 50 people and approximately 20 family members. Before beginning the design of the castle, it is important that you see the location. Click here and locate Aberystwyth on the map of Wales. Be sure to note any geographical features that you will want to accommodate in your plans.
The Baron wants his castle to not only be beautiful, but also the strongest defensive castle ever built. You are confident that you can build the Baron this castle because you have the technology to search out many different castles all over the world and select the best features from each.
Before you can begin the castle design, you must first become familiar with the Welsh people who are going to inhabit this castle. It is important for you to research the purpose of the castle and become familiar with the daily life of a Welsh castle. After researching and taking notes on what daily life in a Welsh castle is like, you will then begin the design of the Baron's new castle. Be sure to familiarize yourselves with the Baron's list of things he wants in the castle. You may use your imaginations to design the rest.
You will present your finished design to the Baron as a three-dimensional model. The design must be complete and detailed and must give the viewer a true sense of what the castle will look like when it is actually built. Important features of the castle should be labeled on the model.

Keep a pad next to the computer so that as you see things on different castles that you would like to add, you can sketch pictures and take notes. For example, if you wanted to add a specific turret from a castle in Scotland, you could make notes on the specific features so you can remember to add them to the Baron's castle. Be sure you do not forget to add everything to the Baron's castle that was on his list of things he wanted! Keep that list next to the computer as you work on your research.

Step 1 - Daily Life
To begin your research look at the Internet site "Life in a Medieval Castle" which will give you a good look at daily life in a Welsh castle. Keep careful, hand-written notes in which you record all of the important aspects of daily life so you can address these areas in the design of the Baron's castle. Use the following guide questions to help you take notes on certain important areas:
What is the importance of a "Great Hall" in a castle?
What did a typical hall look like? Flooring? Lighting?

Describe how heating was accomplished in the Medieval halls.

Describe the kitchens usually found in Medieval castles.
Explain how the main bedrooms and guest rooms were laid out in the castle.
What were squints used for?
Did castles have water accessible on all floors? Explain.
Where was the chapel located in early castles?
How are guests seated when they come for dinner?
List four things you learned about knights.

Step 2 - The Baron's Castle Specifications
Once you have taken notes on the life of the castle inhabitants, you are ready to review Baron William de Clare's specific requirements. Use the Internet's "Glossary of Castle Terms" to identify each of the following things that the Baron is requiring in his castle. Write the definition of each word on a sheet of paper and keep it with you for your reference. Be sure you do not leave anything the Baron wants out (he is not a forgiving man), so review the list carefully!

1. wicket
2. allure
3. turret
4. arch
5. rampart
6. aumbry
7. postern gate
8. bailey
9. parapet
10. barbican
11. parados
12. battlement
13. outer ward
14. buttery
15. outer curtain
16. buttress
17. murder holes
18. crosswall
19. moat
20. donjon or keep
21. Hall
22. dormer
23. great chamber
24. drawbridge
25. gate house
26. dungeon
27. garderobe
28. gallery

Step 3 - Castle Research
Once you have made a list of all of Baron de Clare's requests, you may begin researching other castles for design ideas. Be sure you stay focused on castles from the same approximate time frame - 1000 to 1150. A good place to begin your search is at the Castles on the Web Internet site.

As you browse through other castles, be sure to look for features that will help you make the Baron's castle as strong as possible. In other words, it must be able to withstand the strongest and longest attack from any enemy! Some good information on castle defenses can be found at the Castle Siegecraft and Defense site. This site will give you lots of information on how to design your castle to withstand attacks successfully.Add ideas and information to your notes as you find it.

Step 4 - Castle Layout and Design
Now that you have researched several different castles, it is time to begin designing the Baron's Castle. Begin by establishing the dimensions of the castle, be sure it is large enough to accommodate all of the castle inhabitants, including the serfs, in case of a siege.
Plan the layout of the main castle and of all the outbuildings that you will need. Include all gardens and food storage facilities that you will need. Remember food capacity is crucial to survive in case the castle is under siege. Some sieges lasted for over a year in Medieval times!
You may want to use a ruler to draw the dimensions of the castle to scale. Drawing to scale means you must choose a standard scale for measuring so that each building is in proportion with the others. For example, each 10 square feet of castle space may equal 1 inch on your blueprint. You may choose your own scale, however, your finished model must not be larger than a standard sheet of poster board.

Step 5 - The Model
Now that you have completed your plans, begin the construction of the model. Your three-dimensional model may be constructed of any materials that you choose. Clay, salt and flour dough, papier mache, sugar cubes, styrofoam, cardboard, various fabrics, sticks, real stones – all of these are all possibilities (NOTE: LEGOS are not an acceptable model material for this project). Use your imagination to create a realistic rendering of your castle design.

In conducting your research, use the "magical device" known as the Internet to help you locate other castles. No one in Medieval history knows what the Internet is, so the Baron will be VERY impressed by how much information you gathered and how fast your horse rode all over Europe!
Try looking up these Internet sites:
The Daily Life of a castle is one of several helpful sites that explain in detail life in a Medieval castle.
The Castle Siegecraft and Defense is a good site for looking at types of defense structures you may want to include in the design of your castle.
The Castles for Kids page also has great information on the life and defense of castles.

Look up the Castle Terminology to view each section of your castle design. You can click on the outer curtain, the outer bailey, and other areas!

Your castle will be judged based on how well you cover the following areas (each is eligible for up to 25 points):
Research on the background of Medieval daily life (notes and sketches)
Meeting all of the Baron's specific requirements for the castle
Creative design of the castle
Strong defensive features

Calculation Nation Training

2011-02-03T10:21:00.001-08:00

Play each of the Calculation Nation games online. You must play each game in the “Challenge Yourself” mode until you win at least once. Use this form to keep track of how many of each game you play before you learn how to win the game. Here is the website. You will need to create a user name and a password for yourself.

http://calculationnation.nctm.org/

__________ neXtu

Next to nothing is more fun than capturing your enemy’ s pieces! Strategically place geometric pieces with point values on the game board to collect more shapes and points than your opponent.

__________ Square Off

Perimeter, area, and alien spaceships — oh, my! The more ships you capture and area you cover, the more you score.

__________ Factor Dazzle

It’s dazzle-icious! Find all the factors of a number to earn points. Then, choose a number for which your opponent must find the factors.

__________ Fraction Feud

Prepare to battle in this game of fraction action! In each joust, earn points by creating a larger (or smaller) fraction than your opponent.

__________ Times Square

Exercise your skill with factors and multiples! Try to get four squares in a row vertically, horizontally, or diagonally.

__________ Slam Ball

Hit tokens, collect points! Slam the ball into the sides of the game board, and use your knowledge of angles, symmetry, and reflections to choose the best path.

__________ Dig It

Let’s get dirty! Create and locate fractions on a number line to tell your shovel where to dig. Earn points for the amount of dirt you collect and the number of jewels you discover.

__________ Drop Zone

Make sums of 1 and prevent your opponent from making sums of 1.

__________ Ker-Splash

Dive into math fun as you grab tokens, combine terms, and use your algebra skills! Increase the coefficients to maximize your score when the secret values of the variables are revealed.

__________ PrimeTime

Take a random walk on the wild side! Roll dice, spin a spinner, or flip coins to determine your next move — but which one will give you the best chance of landing on a prime number or bonus space?

WHEN YOU HAVE COMPLETED THIS WORK, TURN IN YOUR RECORD SHEET TO RECEIVE CREDIT FOR THIS PROJECT.

Mitosis on the Internet

2011-01-26T05:53:00.000-08:00

In order to complete your work in class, you will need these links:

http://www.cellsalive.com/

www.johnkyrk.com/mitosis.html

www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html

Ancient China -- Dynasty Trading Cards

2010-12-14T10:00:00.000-08:00

Use the “Cheat Sheet” provided to you by Ms. Daniel.

Work at Mr. Donn's Ancient China website. Explore the information available for each of the dynasties (second column) Make careful notes, paying particular attention to the items listed in the Quick Glimpse column on the Cheat Sheet.

Use 3" x 5' index cards to make Ancient Chinese Dynasty "trading cards" modeled on old fashioned baseball trading cards. Here's an example of one of the earliest baseball trading cards --

Your Chinese Dynasty trading cards should follow this design, with a picture on one side and important information on the back. Baseball cards would have included history and statistics about the player. What sort of information should be included on your Chinese Dynasty trading cards?

Your work will be graded based on the quality of the picture (including color) and the completeness of the information on the back. Each trading card is worth up to 10 points.

2010-12-11T04:35:00.000-08:00

Ancient China At the British Museum

Explore the history and culture of ancient China with this virtual exhibit at the British Museum. Work with your team to complete your work with the assignment handout that you received in class.

Ancient India

2010-11-25T19:19:00.000-08:00

Use the information you find at this website: http://www.kidspast.com/world-history/0102-civilizations-of-india.php

For each topic below, write a one sentence summary on the table provided by your teacher.

Dichotomous Key Activity

2010-11-09T08:43:00.000-08:00

Practice using a dichotomous key.
To complete this activity, go to the EEK! Water Critter Key -- Life in a Pond website.

Pick a critter from the printed page given to you by Ms. Daniel. Circle the one you choose.

See if you can identify your critter by answering the questions in the dichotomous key.

When you find your critter, copy the information about it onto a 3x5 index card. Attach the picture from your worksheet.

Turn in your index card to receive credit for this activity.

You may practice with additional critters from the key if you have time.

Classifying Organisms – Cladistics

2010-10-20T13:26:00.000-07:00

Classifying Organisms – Cladistics
You will learn more about Cladistics at the What Did T Rex Taste Like? Website.

We’ll begin the work together as a class, so that you can see how the program works, and learn how to get around the website. You and your team will receive a list of vocabulary terms, and some data sheets that will help you keep track of what you learn as you work.

On the second day, you and your team will complete folders 1-3 in the project.

On the third day, you and your team will finish folders 4 and 5.

On the fourth day, you will complete a special assignment.

Making Ends Meet (a budgeting project -- abbreviated version)

2010-09-25T14:37:00.000-07:00

Scenario
You have just received your diploma and are about to enter the real world. You will be given a career with a set income and your task is to create a realistic budget. An even bigger challenge is to live within that budget.

Task
You will complete a number of items on this worksheet as you work to complete this project. Fill in all the required blank spaces and tables as you go along.
A budget starts with knowing how much money you bring in each month. This is called your income.
Expenses are the opposite of income. Money is spent on the things you need or want. Below are some basic categories of expenses. Your expenses need to be less than your monthly income. If not you will need to change your spending habits. Also, if your savings are not at least 5% of your income, you will need to adjust your spending habits.
Items that should be included in your expenses, depending on your career and your spending decisions (items that are listed in bold are required):

student loan payment (depending on career)
basic health insurance
housing
utilities (10% of your rent or mortgage – multiply by 0.1)
transportation (car payment, insurance, gas)
food
charitable contributions
phones (home, cell)
cable or satellite television
clothing
entertainment
misc. (2% of your net monthly income – multiply by 0.02)
pet and pet supplies (optional)
savings (a goal of at least 5% of your net monthly income – multiply your income by 0.05)

Part One
Occupation
You will be given a career based on the luck of the draw. Depending on your career, you may have some monthly student loan payment amount. Every career choice will include a monthly cost for health insurance coverage.

Occupation __________________________________________________
Annual gross income ___________________________________________
Gross monthly income (income divided by 12) _______________________
Net monthly income (gross monthly income multiplied by 0.80) ___________
Student loan expenses ____________________________________________

Part Two
Housing
Choose a housing preference using the information listed below. Your housing cost should not be more than 30% of your monthly net income. (0.30 times your net monthly income)

How much money can you afford for housing? _____________________________
Which housing option did you choose? ____________________________________
What is your housing cost? ______________________________________________
What percent is this of your net monthly income (divide your housing cost by your net income, then multiply by 100)? __________________________________________
Utilities are 10% of your monthly housing costs. This includes gas, water, electric, and garbage collection (multiply your monthly housing cost by 0.1).
What is your utility cost? ________________________________________________
Apartment- rent per month
· One bedroom no roommate $650
· Two bedroom no roommate $850
· Two bedroom with roommate $450 per person
· Studio $500
Condo- mortgage and assessment per month
· One bedroom no roommate $850
· Two bedroom no roommate $1,050
· Two bedroom with roommate $550 per person
Townhome- monthly mortgage and property tax
· Two bedroom no roommate $1,350
· Two bedroom with roommate $700 per person
· Three bedroom with roommate $900 per person
Single-family Home- monthly mortgage and property tax
· Two bedroom $1,400
· Three bedroom $1,650
· Four bedroom $1,900

Part Three
Transportation
You will choose one of three options (Used SUV, New Honda FIT, or Used Ford Focus) and calculate your monthly payments based on the length of time you choose to finance your purchase (3 years, 4 years or 5 years).
Car (make and model) ________________________________
New/Used ________________________________________
Purchase Price _____________________________________
Monthly Payment ______________________________________

Part Four -Other Expenses
Food and clothing are a necessity. Cable, cell phone, pets, and entertainment are not. Estimated expenses for each of these categories are listed below. Fill out this section on your student worksheet so that it accurately shows the items you have decided to include in your budget.

Your Monthly Expenses
Food -- 196.54
Clothing -- 49.14
Cable or Satellite TV -- 76.59
Entertainment -- 88.43
Pet and Pet supplies -- 51.12
Charitable contributions -- 144.39
Phone -- 127.38

Part Five
Furnishing Your Home
You must purchase basic items to furnish your new home. You may take 12 months to pay for your household furnishings. Do not spend more than you can afford. Use the IKEA catalogs provided in the classroom, or other advertisements or catalogs that you might find, to select the required items:

Sofa

Table and chairs (for dining)

Lamp

Bed

Sheets

Blanket

Towels (2)

Plates and bowls (4 each)

Drinking glasses (4)

Knives, forks, and spoons (set of 4)

Sauce pan and frying pan (1 each)

Part Six

Data Entry
You will have the opportunity to visit the computer lab to enter the information you have collected into an Excel worksheet You will find a copy of the spreadsheet (called Making Ends Meet) in the Daniel Folder on the P Drive. Please make a copy of this file, naming it with your initials and the word BUDGET. As you fill in the spreadsheet, it will calculate your expenses, savings, etc. You can make adjustments to your spending if necessary in order to meet these project goals:
• Save 5% of your income
• Don’t spend more than you earn

Part Seven
Make a circle graph
Use the data from your Excel worksheet marked circle graph information to make a circle graph. Place the circle graph next to the data and print entire spread sheet with graph.

Flags of the Friendship Journey

2010-09-14T15:51:00.000-07:00

On September 27, we will begin the Friendship Journey -- A week to change the world. Students and teachers from around the world will join us in exploring various science topics, and together we will learn and forge new friendships. As we prepare, let's take this time to learn a bit more about our guests...

Directions: Use the hyperlinks below to help you learn some basic facts about the flags of our visiting nations. Use the information you find to answer the questions on your worksheet.

Flag of The Netherlands

Flag of Togo

China flag

Flag of Poland

Flag of Ukraine

German Flag

Medieval Times Study and Research

2010-04-07T05:25:00.001-07:00

Purpose – Students will explore a variety of topics related to The Middle Ages. Students will write a short report based on what they learn.

Task –
Step #1 -- Visit Mr. Donn's Website about The Medieval Era. You are required to read the material on one section in each of the categories listed (Daily Life, Power of the Secular Rulers, Power of the Catholic Church). Try to choose topics that are interesting to you, and that you may not have heard much about. So, for example, you might decide to learn about Vikings rather than spend more time reading about the Manorial System which you already know a good bit about.

Step #2 – Take NOTES. Write down the important information that you find in each section. Your handwritten notes will be submitted as part of your grade for this project. You do not have much time, so you must be efficient with your note-taking. You will not have time to write down every word you read, so you need to summarize the ideas and write them in your own words. NOTES! Do not send material to the printer, and do not copy anything word for word.

Step #3 – After your time in the computer lab, choose one of the topics that you read about and write a short (5-8 paragraph) report. Use the material in your notes to help you write your report. Do not plagiarize, defined as the "use or close imitation of the language and thoughts of another author and the representation of them as one's own original work -- use your own ideas and your own words, based on your research.

Your written work must fulfill the requirements of Everyday Writing:
**Student restates the question or develops a topic sentence/paragraph. (5 points)
**Student includes 3-5 important details or relevant facts to support his/her opinion/research. (25 points)
**Student organizes the writing so that ideas follow a logical sequence and flow smoothly from one to the next. (5 points)
**Student effectively and correctly uses grade level appropriate spelling, grammar, and punctuation. (15 points)
**Student develops a concluding sentence or paragraph. (5 points)
**Student work is neat, legible, and attractive. (5 points)

The Ring of Fire

2010-02-14T07:39:00.000-08:00

Overview:
Becoming educated in physical geography requires an understanding of the theory of plate tectonics and the Earth's geological history. In this lesson, you will learn more about these concepts as you investigate the region known as the Ring of Fire, where 75% of the Earth's active and dormant volcanoes are located.

This project will take three computer class periods to complete. Some work may need to be done outside of class.

Procedure --
Step #1: Before you begin, write a sentence or two that describes what you know about plate tectonics. NOTE: If you have never heard of plate tectonics before this, it is perfectly OK to say that!

Step #2: Use the Internet to research the geographic region known as the Ring of Fire. Look at the following Web sites:
National Geographic: Forces of Nature—Ring of Fire
The Ring of Fire
PBS: Savage Earth
USGS: Active Volcanoes and Plate Tectonics, "Hot Spots" and the "Ring of Fire"
USGS: Ring of Fire
As you go through the sites, answer these questions:
1) Where is the Ring of Fire?
2) Why is it called the Ring of Fire?
3) What does the Ring of Fire have to do with plate tectonics?
4) What events on the Earth's surface tend to occur in this region more frequently than in other regions of the Earth?
5) Why do they occur here?

Step #3: Look at this animation of the Earth's plate history to see how the plates and continents moved into their current positions over hundreds of millions of years. Then draw a map predicting what the Ring of Fire region might look like one hundred million years from now. Your map should show continents, plate divisions, and some of the geological features that you have learned about (e.g., mountains and ocean trenches).

Step #4: Write a one to two paragraphs explaining what you have drawn on your map.
Suggested Student Assessment:

European Union Study Project

2009-12-18T09:40:00.001-08:00

Directions – You will learn more about the EU as you study at the interactive Europa website. The work that you will do is divided over three computer class periods. You will be responsible for turning in the work from each week’s class at the end of your lab time.

All work on this project will be evaluated based on the completeness of the particular assignment. Plan your time wisely so that you complete each week's tasks as assigned.

Week #1 -- Begin your study of the European Union by learning more about the geography of Europe. You will work on the European Union webpage.

Read each of the following setions and take the quiz. Record your quiz scores in the form given to you by your teacher.

Section Quiz score
A continent to discover _________
Getting around _________
Climate and nature _________
Farming _________
The sea _________

Week #2 – This week, learn more about the people and the history of the EU. You will work on the European Union webpage.

Read each of the following setions and take the quiz. Record your quiz scores in the form given to you by your teacher.
Section Quiz score
A family of peoples _________
Bringing the family together:

the story of the European Union _________
The EU and its neighbours _________
What the EU does _________
How the EU takes decisions __________

Week #3 – This week you will learn about the Euro, the currency of the EU. Begin at the Europa website money page. Here you will learn about the Euro. As you read, answer the following questions (in complete sentences):

All about money
What is money?

The euro and you
How was the euro introduced?

Who uses the euro?

How does the euro work?

How does the euro help us?

Life of a euro
What happens to old euro banknotes and coins?

When you have finished, play at least two of the games at the Euro games website. Record your scores in the table given to you by your teacher.
Game Score
_____________________________ _________

_____________________________ _________

I-Earn Heroes Project

2009-11-10T06:27:00.000-08:00

Our School is participating with I-Earn to learn about heroes. Students in the 6th grade will share about the African heroes they studied during the month of October. To take part in this project, go to the website:

http://www.myhero.com/myhero/go/participate/index.asp

Begin by clicking on the Forum button. Read the short essay about heroes on this page, and then write about your thoughts in the Tell us what you think space at the bottom of the page. Complete the contact information section at the bottom of the page before you click on the submit button. If you complete the contact information, you may have your comments used on the I-earn website or on their TV show.

When you finish with the forum page, click the back button and go back to the index page. Click on the Guestbook button and complete the information about your African hero.

Data and Graphs – USA Today Snapshots

2009-11-03T04:39:00.000-08:00

USA Today Snapshots Graphs—
Purpose: The purpose of this activity is to compare different types of graphs; to understand and explain why different graphs are used for different types of data; to analyze how particular graphs display information; to understand the reason that people may have for making graphs in particular ways; to view graphs critically and to formulate and ask questions related to the appearance and design of graphs.

Directions: Find two different types of graphs on the USA Today Snapshots Website:

USA Today Snapshots

1) Write a short descriptive paragraph about each of your two graphs. Give information about the title, type of graph, data included in the graph, and any other important or significant details that you notice. Use words like more, least, most, less, same, etc. Use numbers (including fractions, ratios, decimals, and percents if appropriate) to make your description more precise.

2) Complete the following activities for each of your two graphs (You may write your answers on notebook paper or you may type them using a word processor):
What conclusions can you draw from the data?
Why do you think this data is displayed in this format instead of some other?
Was this type of graph a good choice for this data? Why or why not?
Write a question that can be answered by looking at this graph.
Write two facts that you learned about the topic from reading this graph.
Write one question about this topic that you would like answered that cannot be answered by the data contained on the graph.

Evaluation Rubric
Mathematical Writing to Inform Checklist - for USA Today Snapshots Write Up

_______ My paragraphs have topic sentences. (state the purpose)

_______ My writing clearly informs the reader about the topic and uses at least three sentences to
support each topic sentence.

_______ My writing includes many specific details. (Numerical or process references)

_______ My sentences are well organized. (signal words: first, next, etc.)

_______ My word choices are appropriate for the audience.

_______ My writing includes words that show risk-taking. (knowledge of mathematical terminology)

_______ My closing sentence includes the specific final results. (tells results in numerical, strategical, process, etc. form)

Basic Microscope Work

2009-10-14T05:31:00.000-07:00

To familiarize yourself with the use and care of a lab microscope, please study each of the following websites. Complete the quiz at the bottom of this page. Turn in your recorded score for credit on this project.

History of Microscopes
Microscope Care
Magnification
Parts of a Microscope
How to Use a Microscope
Preparing Microscope Slides

Take the microscope quiz (part 1): Parts Quiz -- Part I
Record your score here _________________________

Stories from Africa

2009-09-29T17:46:00.000-07:00

As we begin our study of modern Africa, you will get some sense of the culture and values shared by the different peoples of the continent as you read some of the stories that are told to children.

Choose one of the following stories:

Outwitting the Imp (Congo)
The Sons of Sultan Bey (Libya)
Kone (Mali)
The Magic Twigs (The Yoruba Peoples: Nigeria)
The Blacksmith's Dilemma (Uganda)
Chief Five Heads (Zimbabwe)

Directions:

1) Choose ONE of the stories.

2) Use a sheet of notebook paper to write this assignment.

3) Write the title of the story and the country where it originated as the title on your paper.

4) Read the story.

5) Write the answers to the "thinking questions" that you will find at the end of your story. Your answers must be carefully written in complete sentences. Use correct grammar and spelling and your best penmanship.

6) Draw and color a full page sized illustration of your story.

Rubric --

0 1 2 3 4 5 6 7 8 9 10 All questions completely answered

0 1 2 3 4 5 6 7 8 9 10 Answers show understanding of the story

0 1 2 3 4 5 6 7 8 9 10 Picture illustrates the story idea

Ivory Wars - Lesson Plan Library

2009-07-07T17:28:00.001-07:00

Ivory Wars - Lesson Plan Library

Shared via AddThis

International Festival -- 2009

2009-04-29T17:49:00.000-07:00

6th Grade International Fair Project –

This year’s 6th grade International Fair, on May 22, will focus on nations with significantly Muslim populations. Teams of students will work together to learn about the cultures of 10 different nations around the world. Each team will then make a multi-faceted presentation of what they learn and discover together to their classmates, parents, and friends.

Learning should include a variety of information about the geography, government, customs, cultural elements, and history of the assigned nation. Student groups are expected to prepare an attractive and informative display about their assigned nation (including an area where visitors could sample four to five dishes from the culture), and to present a cultural presentation that would include elements such as appropriate costumes, music, dance, poetry, story-telling, games, etc.

Your group has been assigned the following nation for the International Fair:
Egypt – Barbara, Erin, Matthew, Caroline
China/Taiwan -- Miki, Alex, Kennedy, Paul
Bosnia – Abby, Elena, Matt, Thomas
India – Courtney, Grace, Andre', Maddy
Iran – Nohemi, Joe, Megan, Garrett
Syria – Dani, Kylan, Katie, Shea
South Africa – Claudia, Kyndal, Will, Jensen
Palestine – Darcey, Robert, John, Michelle
Morocco – Helen, Alice, Jasmine
Ethiopia – Madison, Tia, Kirsten, Iain

Project Requirements --
1) General Poster – Map, Flag, Climate, System of government, Currency, Leader, Current events

2) Historical Timeline – Drawn to scale and illustrated. Timelines should display at least 10 important events in the history of your country. Five of these events must be illustrated.

3) Travel Guide Brochure – Places to visit, Usual weather, Tips for travelers, Special events

4) Biographical Poster of famous Muslim (required – one from each group member)
Scientist, Scholar, Artist, Poet, Musician, Architect, Leader, Athlete, Author, Doctor, Explorer, Women, etc.
Include – Date and place of birth, family, education, accomplishments, portrait, fun or interesting facts

5) Food Items from the culture (one required from each group member) – Your food item must serve at least 6. Bring to school the morning of the International festival in a container that is clearly marked with your name. Directions for serving the item should be attached (eg.: reheat, refrigerate, etc.) Provide recipes and required serving items (plates, bowls, cups, spoons, etc.)

6) Group Presentation – Each group will be required to make a cultural presentation about their country. Group members should dress in the caftans that we made in class. Material for the presentation may include any three of the following:

Summary and Description of Interview with Muslim Visitor
Poem
Prayer
Song
Dance
Story or Folktale
Dramatic scene
Game
Demonstration: craft, celebration, ceremony, ritual, etc.
Other (with teacher approval)

Resources –
Every effort will be made to connect students with a Muslim visitor from the country that they are studying. However, it is important to remember that these are volunteers who generously give of their time in order to facilitate this project. There is no guarantee that every group will have the opportunity to visit personally with a member of our local Muslim community.

General Information --
CIA World Factbook
Famous People by Nationality
Islamic Studies Topics
Story Garden
History for Kids
Islamic Poems for Kids
Classical Islamic Poetry
Islamic music

Links for Dances --
Traditional Syrian Dance
Traditional Iranian Dance
Traditional Ethiopian Dance
Traditional Egyptian Dance
Traditional Moroccan Dance
Traditional Bosnian Dance
Traditional South African Dance
Traditional Indian Dance
Traditional Taiwanese Dance
Traditional Palestinian Dance

International Festival Grading Criteria—

General Poster --
___ Map
___ Flag
___ Climate
___ System of government
___ Currency
___ Leader
___ Current events

___ Creative and attractive
Historical Timeline –
___ Drawn to scale
___ at least 10 important
___ Five of these events are illustrated

___ Creative and attractive
Travel Guide Brochure –
___ Places to visit
___ Usual weather
___ Tips for travelers
___ Special events

___ Creative and attractive
Biographical Poster of famous Muslim (required – one from each group member)—
___ Date and place of birth
___ Family
___ Education
___ Accomplishments
___ Portrait (picture)
___ fun or interesting facts

___ Creative and attractive
Food Items from the culture (one required from each group member) –
___ serves at least 6
___ in a container that is clearly marked with your name
___ Directions for serving the item attached
___ Provide recipe
___ required serving items supplied (plates, bowls, cups, spoons, etc.)
Group Presentation –
___ Group members should dress in the caftans that we made in class
___ Material for the presentation may include any three of the following:

· Summary and Description of Interview with Muslim Visitor
· Poem
· Prayer
· Song
· Dance
· Story or Folktale
· Dramatic scene
· Game
· Demonstration: craft, celebration, ceremony, ritual, etc.
· Other (with teacher approval)

Fraction Mathematics –

2009-03-29T12:32:00.000-07:00

Task: Your task is to work your way through the fraction tutorials at the Cool Math Website. You will complete lessons 10 through 17 there, working with your partner.

Requirements: Each time you complete a lesson and are ready to move forward, you must get a worksheet from the file and complete it before moving ahead to the next lesson. Worksheets should be completed as homework and not done in the computer lab. (NOTE -- some lessons require more than one worksheet). Here is the list of lessons and required worksheets/quizzes:

Lesson 10 -- Fractions: How to A dd Fractions When the Denominators are the Same
Lesson 11 -- Fractions: How to S ubtract Fractions When the Denominators are the Same

Worksheet 6-3

Lesson 12 -- Fractions: How to A dd and Subtract Fractions When the Denominators are Different

Worksheet 6-4

Lesson 13 -- Fractions: How to A dd and Subtract Fractions with Whole and Mixed Numbers

Worksheet 6-5

Worksheet 6-6

Assessment: You have completed the lessons for the first half of this project. Take the Chapter 6 quizzes (there are three) to earn final credit for this unit. You must complete the test with a passing grade in order to finish this portion of the project. If you do not earn a passing grade on the quiz, you must go back to the appropriate lessons and review so that you might take the quiz again.

Lesson 14 -- Fractions: How to M ultiply Fractions

Worksheet 7-2

Lesson 15 -- Fractions: How to M ultiply Fractions with Whole and Mixed Numbers

Worksheet 7-3

Lesson 16 -- Fractions: How to D ivide Fractions

Worksheet 7-4

Lesson 17 -- Fractions: How to D ivide Fractions with Whole and Mixed Numbers

Worksheet 7-5

Worksheet 7-5 Enrichment

Assessment: You have completed the required lessons for this half of the unit. You will now take the final test for this unit. You must complete the test with a passing grade in order to finish this project.

Perimeter Interactive Lesson

2009-02-11T18:29:00.000-08:00

In this lesson, you will explore ideas related to perimeter. You will complete lessons at an online, interactive website, and save your responses. I will be able to access your work, and grade it online once the exercises are completed.

To begin this project, go to The University of Utah mathematics website.
Click on the arrow marked "Choose your School," and scroll down to find “Nativity – Cincinnati.”

You will need to log in on one of the student accounts. Please use the student accounts as follows:

Student 1 – Kirsten
Student 2 – Iain
Student 3 – Madison
Student 4 – Michelle
Student 5 – Megan
Student 6 – Alice
Student 7 – John
Student 8 – Helen
Student 9 – Dani
Student 10 – Tia
Student 11 – Joe
Student 12 – Kylan
Student 13 – Nohemi
Student 14 – Darcey
Student 15 – Shea
Student 16 – Robert
Student 17 – Garrett
Student 18 – Katie
Student 19 – Jasmine
Student 20 – Alex
Student 21 – Barabara
Student 22 – Thomas
Student 23 – Caroline
Student 24 -- Matt
Student 25 – Jensen
Student 26 – Andre’
Student 27 – Paul
Student 28 – Miki
Student 29 – Abby
Student 30 – Grace
Student 31 – Elena
Student 32 – Courtney
Student 33 – Matthew
Student 34 – Erin
Student 35 – Will
Student 36 – Claudia
Student 37 – Maddy
Student 38 – Kennedy
Student 39 – Kyndal

Once you have logged in, you are to work on the lessons for Perimeter and Area. Begin with the very first lesson, called “What is Going Around?” and then complete the activities in order.

NOTE: You are not required to complete the lesson that is entitled “Odd Perimeter Shapes.” Simply click on the Submit Answers button for that lesson and go on with the ones that follow it.

When you complete all the activities in the Perimeter lessons, you are finished.

Love Stories from the Greeks -- Mythology

2009-02-11T05:58:00.001-08:00

Choose one of the stories that you heard the story teller, Linda Gorham tell at the Aronoff Center. Read the online version, and then write your own version of the story. Do not simply copy the version that you read. You may type your work or you may write it by hand. You can make creative and interesting changes to the story, but it must remain recognizable as "true to" the original. Add a hand-drawn and colored, page-size illustration to your finished work. Your work will be graded on originality, mechanics (spelling and grammar), and the appearance of your illustration.

Orpheus and Euridice

Cupid and Psyche

Atalanta

Pygmalion and Galateaand_galatea

Biography – Leaders in the Struggle for African Independence

2008-12-16T10:18:00.000-08:00

Goal: To conduct research and write a biography of a leader in the movement for African Independence

A research and writing project based on “How to Write an Interesting Biography”
By Grace Fleming, About.com

A biography is defined as a written account of the series of events that make up a person’s life. Yikes, that sounds a little dry, doesn't it? Nonetheless, while researching the subject of your biography, you’ll want to collect all the basic facts of your subject’s life experience. These include:

Date and place of birth and death
Family information
Lifetime accomplishments
Major events of life
Effects/impact on society, historical significance

While this information is necessary to your project, these dry facts don’t really make a quality biography. Once you’ve found these basics, you’ll want to dig a little deeper so that you don’t just write a paper that is full of a lot of boring facts. The last thing you want to do is bore your teacher. Your goal is to impress your reader!

As always, you’ll want to start off with a bang and captivate your reader.

It's a good idea to begin with a really interesting statement, a little known fact, or really intriguing event. Your teacher has read other biographies concerning your subject. You’ll want yours to stand out. Considering that, you should avoid starting out with a standard but boring line like:

"Meriwether Lewis was born in Virginia in 1774."

Try starting with something like this:

"Late one afternoon in October, 1809, Meriwether Lewis arrived at a small log cabin nestled deep in the Tennessee Mountains. By sunrise on the following day, he was dead, having suffered gunshot wounds to the head and chest. His body was also slashed several times with a shaving razor."

This opening is much more enticing, isn’t it? You can find lots of interesting things like this on the Internet. As always, be sure to keep track of your sources!

You’ll have to make sure your beginning is motivating, but it should also lead to a point, so the next sentence or two should lead into the main message of your biography.

“It was a tragic end to a life that had so deeply affected the course of history in the United States. Meriwether Lewis, a driven and often tormented soul, led an expedition of discovery that expanded a young nation’s economic potential, increased its scientific understanding, and enhanced its worldwide reputation.”

Now that you’ve created an impressive beginning, you’ll want to continue the flow. Find more intriguing details about your subject, and weave them into the composition.

Fill the body of your biography with material that gives insight to your subject’s personality. Questions to consider in your biography:

Was there something in your subject’s childhood that shaped his/her personality?
Was there a personality trait that drove him/her to succeed or impeded his progress?
What adjectives would you use to describe him/her?
What were some turning points in this life?
What was his/her impact on history?

Be sure to use transitional phrases and words to link your paragraphs and make your composition paragraphs flow. It is normal for good writers to re-arrange their sentences to create a better paper.

The final paragraph will summarize your main points and re-assert your main claim about your subject. It should point out your main points, re-name the person you’re writing about, but it should not repeat specific examples.

Your final, finished biography will be between 8 and 10 paragraphs in length. It should include a picture of your subject and a map that shows the country where they lived and worked.

As always, proofread your paper and check for errors before you print a final copy to turn in.

You may choose any one of the following African Leaders for this project. Links are provided to help you begin your research.

Leopold Senghor
Leopold Senghor
Senghor the Poet
Senghor -- Biography

Robert Mugabe
Robert Mugabe -- Biography
Biography Channel - Mugabe
Mugabe -- Biography.com

Jomo Kenyatta
Jomo Kenyatta
Jomo Kenyatta -- Independence
Kenyatta -- Encyclopedia.com

Kwame Nkrumah
Nkruhmah
Kwame Nkrumah
Nkrumah on PBS

Wangari Maathai

Wangari Maathai Biography
The Greenbelt Movement
Profile of Wangari Maathai

Your project will be graded based on this rubric.

Communicable Diseases – MRSA in the Community

2008-11-12T00:24:00.000-08:00

It is the latest news BUZZ! MRSA – the “superbug” is causing schools and health clubs and gyms to close all over the country as officials struggle to figure out what to do to prevent the spread of this serious and highly infectious, antibiotic resistant staphylococcus bacterium.

Your task is to learn what you can about MRSA and then create a short (minimum 5 slides)Power Point presentation about your findings. Your research should answer the following questions:

What is MRSA?
What causes it?
How does it spread?
What are the dangers of MRSA in the community?
How can it be treated and/or prevented?

Internet Resources:
CDC on MRSA
MRSA in Schools
MRSA -- Mayo Clinic
WebMD on MRSA
MRSA Notes
Health Department on MRSA

Requirements:

Your Presentation must include at least 5 slides.
Your presentation must answer all the questions listed above, and contain factually acurate information.
Your presentation must be graphically attractive and easy to read.
Your presentation must include at least one illustration, photograph or other image.
Information on your slides must be spelled correctly, and be grammatically correct.

Extra Credit (25 points):

Find one news article about MRSA and write a 3-5 paragraph summary of the article. Your article should be turned in when you make your presentation in class.

Presidential Campaign Webquest

2008-09-06T12:18:00.000-07:00

Introduction: It is an election year. You and your team have been asked by your political party to help them elect the next President of the United States. Your candidate can succeed and lead our nation to new strength and a brighter future.

The Task: Your mission is to choose a presidential candidate from one of the two major national political parties. You and your team will be responsible for managing and running your party’s campaign. You will post all the campaign materials that you create on the student Blog pages, attached to your teacher’s Web page. Your entries should be accompanied with appropriate illustrations, photos, etc. The more persuasive and convincing your candidate is, the greater their potential is for becoming elected!

The Process: As a group, you must choose a candidate, and a party to be affiliated with. You must choose either the Democratic or Republican party. Your campaign team will consist of three (or possibly four) people. Each will have a job and all positions are necessary to complete the project.
After you’ve chosen your candidate you are ready to get to work on the campaign. Each member will choose a position in the candidate's campaign. If your team has four people, two will need to work together to fulfill the requirements of one of the campaign jobs. Your campaign team will consist of three people. Each will have a job and all positions are necessary to complete the project.

The Campaign Manager -- This is the person who is most directly responsible for the success or failure of a campaign. It is your job to ensure that everyone else does his/hers. If there are any problems, you need to solve them. The political life of your candidate is at stake. Maybe even your appointment to a high level cabinet position!
As campaign manager, you are responsible for writing a biography for your candidate. You will need to create a narrative about your candidate’s characteristics and qualifications for public office. Make sure you begin with the General Resources for the entire campaign team before you start looking in your resources. The biography should include:

Who your candidate is. Where is he/she from?

Where your candidate went to college. What did he/she study?

What your candidate did after college. Did he/she work? What did he/she do?

What your candidate has done to prepare him/herself for the awesome role as President of the United States. Did he/she serve in Congress? Was he/she a Governor or Mayor? What other political positions has this person held?

A statement about the candidate's family life. Is he/she married? Any children?

Of course, your biography should also include proper grammar and punctuation.

The Policy Writer -- The political platform is the cornerstone of any great campaign. Your candidate must find a happy medium between the platform of the party and what the American public is looking for in a candidate. Character only goes so far. Where your candidate stands on the issues could attract people to your campaign, or drive them away in herds.
You will write a political platform for your candidate. The platform will include your candidate's positions on five key issues: Education, the Environment, Health Care, and two issues of your choice. The two optional issues need to be approved BEFORE the platform is written.
Your candidate must take a stand on these issues. The American public does not approve of candidates that have no opinion! Your platform does not always have to follow party guidelines, but it should not vary too greatly from it either. If your candidate takes severe shifts from the party platform, it would be unlikely that he/she would gain the nomination of their party. Make sure you begin with the General Resources for the entire campaign team before you start looking in your resources. You will need to coordinate your efforts with the other members of the campaign team. They may need to use some of your information for their portion of the project.

The Speechwriter -- Every candidate needs some eloquent person to compose his or her public addresses. This is an important role in the campaign. If the candidate, your candidate, says the wrong thing at the wrong time, the campaign may be over. Wouldn't you like to be the presidential speechwriter?
You will compose a political speech for your candidate. The speech needs to include, but is not limited to, the following:

A brief introduction of your candidate for those that don't know him/her. This will need to be coordinated with the Campaign Manager.

A brief statement of what your candidate believes. This will need to be coordinated with the Policy Writer.

What plans your candidate has for the future. Are there any special projects your candidate is interested in? Would your candidate support any specific legislation related to his/her special interest?

Where does your candidate see the future of America? Would your candidate do anything to help the United States get there?

Closing remarks to sum up the speech.

DO NOT MAKE PROMISES THAT YOUR CANDIDATE CANNOT DELIVER! Do not promise to end taxes or the IRS. Do not promise to give every American a free car. There are many nonprofit organizations that research the campaign promises of elected officials. Your candidate does not want to be branded as a liar! If this happens, he/she will probably not be elected and you have just lost your hope of being a presidential speech writer!
Make sure you begin with the General Resources for the entire campaign team before you start looking in your resources. You will need to coordinate your efforts with the other members of the campaign team. They may need to use some of your information for their portion of the project.

Resources:
General Resources--

Barack Obama: This is the official website of the Obama campaign.

John McCain: This is the official website of the McCain campaign.
Political Parties in the United States: This is an article that explains some of the history behind the two-party system in the United States.
Campaigning: Here are some ideas about a variety of concerns that impact a successful political campaign today. Good starting resource.
Presidential Character: An analysis of four character types and how each performs in the office of the president.
Life of the Campaign Trail : A CNN report about the hardships of campaigning.
CNN's Election 2008: If you're looking for information on the current Presidential election, this would be the place to look.

For the Campaign Manager--
Biographies of Candidates and Elected Officials by State: This is a Project Vote Smart site. They have links to basic biographies of any public officials in every state, including those who are currently running for office.
Biographies of Past Presidents: This is the White House's official link to presidential biographies.
More Biographies of Past Presidents: This site is parof the American President series from CSPAN and PBS. These biographies are brief, but contain good information.
Life Before They Were President: This site gives biographical information about all of the US Presidents before they became President.

For the Policy Writer--
Democratic National Committee (DNC): This is the Official Democratic Party Website.
Democratic Party Platform: Here is official information about all the major issues that are included in the Democratic Party Platform.
Republican National Committee (RNC): This is the Official Republican Party Website.
Republican Party Platform: Here is official information about all the major issues that are included in the Republican Party Platform.

For the Speechwriter--
Ronald Reagan This site has links to some of Ronald Reagan's most famous speeches.
Jimmy Carter This site has links to some of the best speeches of President Jimmy Carter.
John F. Kennedy This is part of the JFK Presidential Library. There is an extensive list of speeches here. Some are in text form, other can be heard in audio form.

Conclusion: The smooth transfer of power that occurs through the electoral process every four years in the United States is a model for democracy. In participating in this project, you have had the opportunity to understand the issues and processes that are involved in our presidential elections.

Now, you and your team may go online and participate in a voting project that will track voter opinion for this year’s presidential election. Follow this link to cast your vote:

Your Vote

Reflection: In order to evaluate what you learned from this project, each group member will write a two paragraph post on what they learned during this process. Your post will include the following:

How was my role important in the overall campaign of the candidate?

What was the most vital part of my job?

Was it necessary to coordinate and cooperate with my team members? Why? How was this accomplished?

What five things did you learn about the role of President during this project that you did not already know? Why are these five things important to know?

How would you describe this project to someone outside of this school?

How do you think this project will make you a better voter when you are an adult?

Evaluation: Students will earn both an individual grade and a group grade. Group grades are based upon teamwork, cooperation, and overall effectiveness of the campaign. Individual grades will be based upon the quality of work done in completion of the project requirements. Grading rubrics for each component of the project are as follows:

Individual RUBRIC
Biography
Biography addresses all the necessary elements. Clear and well organized. Candidate is appealing. Exemplary(16-20 points)
Biography addresses some of the necessary elements. Follows a good organizational pattern. Accomplished(11-15 points)
Biography contains some good ideas, but does not present sufficient material to make the candidate seem appealing. Developing(6-10 points)
Biography is poorly organized and difficult to understand. Does not do a good job of introducing the candidate. Beginning(0-5 points)

Platform
Platform was well written for all five issues. All positions are well researched. The platform seems both convincing and realistic. Exemplary(16-20 points)
Platform was organized and shows good research. All issues are covered, but the positions are not necessarily convincing. Accomplished(11-15 points)
Platform shows some organization and evidence of research. Issues were mentioned, but positions were not clear. Developing(6-10 points)
Platform was poorly organized and/or researched. Did not cover the required 5 issues. Beginning(0-5 points)

Speech
Speech is well written, well organized, convincing, and easy to understand. Exemplary(16-20 points)
Speech addresses all the required elements. Accomplished(11-15 points)
Speech needs more organization. Addresses most of the required elements. Developing(6-10 points)
Speech is difficult to understand, lacks organization, and does not address the required elements. Beginning(0-5 points)

Mechanics
Few or no errors in grammar, spelling, and punctuation. Well organized. Extremely effective visuals. Exemplary(16-20 points)
Few errors in grammar, spelling, and punctuation. Good organization. Good visuals. Accomplished(11-15 points)
More than a few errors in grammar, spelling, and punctuation. Poorly organized. Minimal or ineffective visuals. Developing(6-10 points)
Many errors in grammar, spelling, and punctuation. Lacks organization. No visuals, or unattractive appearance. Beginning(0-5 points)

Final Reflection
All questions answered in a complete and thoughtful manner. Few or no errors in spelling, grammar, and punctuation. Exemplary(16-20 points)
Many questions answered. Answers were well written. Few errors in grammar, spelling, and punctuation. Accomplished(11-15 points)
Some questions answered. More than a few errors in spelling, grammar, and punctuation. Developing(6-10 points)
Few questions answered, or answers not complete. Many errors in spelling, grammar, and punctuation. Beginning(0-5 points)

Group RUBRIC
Completed tasks on time
Completed all of the assignments by the due date. Exemplary(16-20 points)
Completed most of the assignments by the due date. Accomplished(11-15 points)
Completed few of the assignments by the due date. Developing(6-10 points)
Did not complete the assignments by the due date. Beginning(0-5 points)

Teamwork
Teamwork greatly evident. Worked well together. Provided constant feedback. Maintained a good attitude throughout the process. Exemplary(16-20 points)
Teamwork evident. Group stayed on task and encouraged one another. Accomplished(11-15 points)
Teamwork evident, but cooperation not consistent. Developing(6-10 points)
Teamwork not evident. No cooperation among team members. Beginning(0-5 points)

Time management
No class time was wasted. Effectively used the time available. Exemplary(16-20 points)
Most of the class time was used effectively. Little time was wasted. Accomplished(11-15 points)
Used some of class time effectively. Developing(6-10 points)
Did not use class time effectively. Focus was not on projects. Beginning(0-5 points)

Use of resources
Made excellent use of all the resources provided. Exemplary(16-20 points)
Used many of the resources provided. Accomplished(11-15 points)
Used some of the resources provided. Developing(6-10 points)
Did not use the resources provided. Beginning(0-5 points)

Environmental Issues Exploration

2008-05-18T17:37:00.000-07:00

Each of us have an “ecological footprint.” The term ecological footprint refers to the impact that we each have on the environment because of our lifestyles and daily activities. Begin this exploration by calculating your “ecological footprint.”

Ecological Footprint

Print your results to turn in for credit.

Next: Use this Interactive Web Site to explore some environmental issues that you might be able to have an impact on:

Learning Science

As your time allows, please work through this activity:

** The Watershed Game (Intermediate Level)

Yours scores:
_____ National Park
_____ Agriculture
_____ Neighborhood
_____ City

What about Palestine?

2008-04-30T04:36:00.000-07:00

The following links are good places to begin researching for the group that is assigned to the nation of Palestine:

http://www.passia.org/index_pfacts.htm

http://news.bbc.co.uk/1/hi/world/middle_east/country_profiles/803257.stm

http://www.phrasebase.com/english/countries/index.php?&cat=281&newpage=Maps

International Festival – Basic Research

2008-04-21T10:08:00.000-07:00

International Festival – Basic Research:

Use the CIA World Factbook to gather information on your assigned country. You may take notes by hand, or you may create a word file and type your notes there.

This information will form the basis for your display board.

Answer all of the following --

Area: (total, land, water, comparative)
Land boundaries
Coastline
Climate
Terrain
Natural resources
Natural hazards
Environment – current issues
Population
Nationality or nationalities
Religion(s)
Language(s)
Government type
Capital
Food – Recipes?
Color pictures or drawings (minimum of 5)
Map (picture)
Flag (picture)

Renaissance Scavenger Hunt

2008-04-08T06:29:00.000-07:00

SCAVENGER HUNT

The Renaissance Period (1400-1550)

Team: _______________

________________

1. Basic Renaissance Beliefs

Go to http://www.readwritethink.org/materials/ren-humanism/

Who was the perfect renaissance scholar?
What does anthropocentric mean?
How did humanism view humans and the idea of perfection?

2. Michaelangelo Buonarroti
Go to http://www.michelangelo.com/buon/bio-index2.html
When was Michaelangelo born?
What was his most famous painting?
What was his most famous sculpture?

3. The Early Years of Michaelangelo
Go to http://www.michelangelo.com/buon/bio-index2.html
Were Michaelanangelo’s parents supportive in his decision to be an artist? _________
What was the Pietà? Describe the details of this great work of art.
Who was David? What significance of the history of Florence does he provide?

4. The Mid Years of Michaelangelo
Go to http://www.michelangelo.com/buon/bio-index2.html
The painting of the Sistine chapel ceiling involved what artistic form of painting?
Name and describe the central figure in the Tomb of Julius II? Describe its’ horns.
What do the Medici Tombs portray? Name and describe one of the statues in the tombs.

5. The Final Days of Michaelangelo
Go to http://www.michelangelo.com/buon/bio-index2.html
What details does the Last Judgement involve?
What happened to the Last Judgement a decade after completion?
What form of art does the famous St. Peter’s Basilica showcase?

6. Visit the Web Museum of the High Renaissance Period.
Go to http://www.ibiblio.org/wm/paint/auth/michelangelo/
What does the term Renaissance mean?
What other artists were well known during this time period?
What are some of the significant achievements of this period?

7. Leonardo DaVinci

Go to http://www.mos.org/sln/Leonardo/LeonardoRighttoLeft.html

Why do people think da Vinci wrote this way?
Which reason do you think is true? Why?

8. Leonardo's Travels

Go to http://www.mos.org/sln/Leonardo/WhatWhereWhen.html

What did he do in Rome?
What did he do in Florence?

9. Advances in Printing

Go to http://www.uwm.edu/Library/special/exhibits/incunab/incpg1.htm

How could a student acquire books at the beginning of the Renaissance?

10. Bubonic Plague

Go to http://www.themiddleages.net/plague.html

How many people lived in Europe in 1352?
How many died of the Plague?

Microscope Exploration

2008-01-28T18:49:00.000-08:00

Step #1: Study the Optics Timeline. Use a sheet of printer paper and a ruler. Create a timeline (to scale please) showing the timeline of developments in the field of optics that includes microscopy (15 points).

Step #2: Basics of Microscopy
Here you should read the “Microscopy Primer” and the “Microscope Basics.” Both of these sections are only a paragraph or two in length.

When you finish with these articles, explore the “Microscopy Museum.” Look carefully at the changes that have been made microscopes since the 16th century. Read the descriptions of each successive model. Write a short description of 5 different microscopy models and make a sketch of each one (20 points each).

Step # 3: Work with the Intel Play Simulator. This Java Applet will allow you to look at images similar to those that you might be able to view through the Intel QX3 electronic microscope. Choose one image and view it at all three magnification levels. Sketch (and label) what you were able to see at each magnification level. Explain what the differences were from magnification level to level (15 points).

Step #4: View the following magnified images of common objects, selected from the image galleries. For each object, write a 3-5 sentence description of the magnified image that contrasts it with the object as you “know” it in its unmagnified state. What are the most significant differences that magnifying the object show us (10 points each)?
Blue cotton denim
Corn root section
Flea
Honeybee stinger
Table salt
Aspirin

The Teenage Brain Web Exploration

2008-01-22T17:29:00.000-08:00

Health – 6th Grade: Adolescence
Introduction – It’s a mystery. Parents, teachers, and sometimes, even adolescents themselves wonder what it is about the way teenagers think and reason that can make them behave in challenging, confusing, and often unpredictable ways. In "Inside the Teenage Brain," FRONTLINE chronicles how scientists are exploring the recesses of the brain and finding some new explanations for why adolescents behave the way they do. In this project, you will learn some of the interesting facts that scientists are discovering about the mysteries of the adolescent brain.

Task – You will work with information found at the following web site:

The Teenage Brain -- What's Going On in There?

At the site, complete the following tasks:
1) Click on “The Teenage Brain is a Work in Progress”
**Read the Jay Giedd interview and make careful notes
**Read the Deborah Yurgelun-Todd interview and make careful notes
**Work with the interactive Anatomy of a Teen Brain illustration and note the parts of the adolescent brain that are changing most rapidly during adolescence
**Read “One Reason Teens Respond Differently to the World: Immature Brain Circuitry” report and take careful notes

2) Return to the Home page and click on “From Zzzzzz’s to Aaaaa’s”. Read the information found here and make careful notes about what you learn
3) Choose some topic to present from the information you have gathered from your reading at this site. Prepare a Power Point presentation (minimum 12 slides) that will help others understand the information that you want to present. Your slides must include at least one graphic or illustration.
4) Prepare a typed set of notes or a presentation “summary” to accompany your Power Point presentation. This may be a single page “outline” style summary that can be handed in when you give your presentation
5) You will need to turn in your notes along with your summary when you give your presentation.

Your work will be evaluated based on a grading rubric similar to the one found at this web site: Power Point Evaluation Rubric

Ancient Americas and Africa Research Project

2007-11-06T06:40:00.000-08:00

Research -- Ancient America and Ancient Africa

Choose one Topic to research based on the links below. Write a two page research paper on your topic. Your research will be due at the completion of our studies on Ancient America and Ancient Africa. Ms. Daniel will give you the grading rubric.

Requirements --

1 ) Your paper should include a map and one other illustration.
2) Your paper must be typed, single spaced, using a font which is no larger than 12 point.

3) Pay attention to good writing mechanics. Your paper should be well organized, and carefully written. You will be expected to use correct spelling, grammar, and punctuation.
4) You must use at least two sources for your paper. Only one may be an Internet or electronic resource. The other must be a book, magazine, or some other "hard" source. You must provide a bibliography that provides appropriate citations for your sources. Use this resource for your bibliography format:

The OWL Source for Works Cited Pages

AFRICA and AMERICA LINKS
Lords of the Earth Site created by Native Americans that has info on Aztecs/Incas/Maya
Sacred Writings – This site explains and gives examples of the writings from the different cultures.
Aztec and Mayan Gods List of major gods and their responsibilities.
Facts about the ball game
The Incas
Inca Trail See the sights you would see if you walked the part of the Ancient Inca road system.
Ice treasure of the Inca National Geographic site about a search for frozen Inca mummies.
Andes Expedition Another National Geographic site that includes an autopsy on an Ice Mummy.
Nova Online/ Ice Mummies A Nova site that looks at the expedition to find Ice Mummies.
The Maya
Maya Astrology Good site that has sections on astrology, calendar, writing, and math.
Maya Culture This site contains many Mayan folktales.
Collapse: Why did the Maya Fall? Explore evidence found at one site to explain the fall of the Mayan Empire.
The Aztecs
Aztec Calendar Translates our dating system into the Aztec Calendar.
Aztec Calendar: the Pointer Contains a comprehensive description of how the Aztec Calendar worked.
Aztec Gods Illustrations of and information about Aztec gods.
Aztec Gods Short descriptions and links to other articles.
Quetzalcoatl All about this crucial figure from Aztec Mythology.
Aztecs A site created by students that has a good overview on several topics regarding the Aztecs.
Aztecs Another site created by students that has a good overview on several topics regarding the Aztecs.
Aztec Culture A wonderful mix of illustrations, pictures and explanations of the culture. Make sure to explore the different pages!
The Conquistadors – A PBS link to the Spanish conquest of the Americas
Africa
Mr Dowling's Electronic Passport to Ancient Africa - A great site with good information on Ghana, Timbuktu, Zimbabwe, and other mysteries of ancient Africa.
African Research - A great page full of links to explore many different aspects of ancient Africa
The Kingdom of Kush and Ancient Nubia - Some very good info about the ancient Kushites and Nubia
The Road to Timbuktu - A good site created by PBS with emphasis on Mali and Ghana
The Kingdom of Kush – A student-created website with information on an ancient alphabet and royal burial customs
African Links - A page full of many more links if you can't seem to find enough information.

A Question of Justice?

2007-10-24T04:59:00.000-07:00

Recently, here in our city, some young women of theMuslim faith were not allowed to participate in a soccer tournament because they were wearing the traditional head scarf (hijab) that is part of the practice of their faith.

Our Faith Teaches that:
SolidarityWe are our brothers' and sisters' keepers, wherever they live. We are one human family, whatever our national, racial, ethnic, economic, and ideological differences. Learning to practice the virtue of solidarity means learning that "loving our neighbor" has global dimensions in an interdependent world.

Explore these Internet Resources:

CBC News Story on Soccer and the hijab
Why Muslim Women wear the hijab

Write a three to five paragraph response describing your thoughts on this subject. How do you feel about this incident and how it was handled? Consider how you would respond if it had been you in a similar circumstance -- banned because you were practicing your faith...

2007-09-28T08:18:00.000-07:00

6th Grade Social Studies: Ancient India – Age of Empire: Research and Report

Introduction: India went through a period that was known as its “empire” period. The time period from roughly 320 B.C, or the beginning of the Gupta era until the end of the Mauryuan empire in about 232 B.C, saw the country experience great unity, prosperity, and cultural, scientific and technological advances. Historians sometimes see this era as the classical period in Indian History.

Task: Use the resources listed below to learn more about the Gupta and Mauryuan Empires in India. Take careful notes as you read. Then use the word processing program to write a 4-7 paragraph report about the “empire” period of Indian history. You should include at least one illustration or map with your report.

Resources:
Mr. Donn's Page
Regent's Prep
Map
Historybits

2007-09-07T07:54:00.000-07:00

What conclusions can you draw from the data?

Why do you think this data is displayed in this format instead of some other?

Was this type of graph a good choice for this data? Why or why not?

Write a question that can be answered by looking at this graph.

Write two facts that you learned about the topic from reading this graph.

Write one question about this topic that you would like answered that cannot be answered by the data contained on the graph.

Bird Flu Webquest

2007-07-31T11:47:00.001-07:00

Introduction – The news is increasingly full of reports of cases of “Bird Flu,” as it spreads across the globe. This relatively new illness seems to baffle medical professionals and governments, as they wonder what to do to prepare for its spread from birds to humans. We listen to the news reports and are faced with many unanswered questions about what this disease is and what it might mean for each of us now and in the future. You have been named to a special project team to help government officials in your area formulate plans for understanding and dealing with the threat of Bird Flu.

Task: Your team will use the Internet to locate information about viruses, influenza, pandemics, and the Bird Flu. You will then prepare a Power Point presentation that demonstrates what you find, and makes recommendations. You are responsible for including all of the following information in your presentation:

What is the flu (Influenza)?
How can the flu normally be treated/avoided?
List at least five facts/factors that set the Bird Flu apart from a “typical” year’s influenza virus.
Describe the historical event of the Spanish Flu Pandemic. How can this event be compared to the potential seriousness of the Bird Flu?
In your own words, describe the nature of the problem with the Bird Flu in “worldwide” or “global” terms. Where is the threat most severe? Where is it less serious at present? Use evidence from “experts” to back up your assessment of the risks.
Include a map (or maps) that show the current incidence of Bird Flu world wide.
Design a plan for world leaders to deal with the Bird Flu. Your plan should include mechanisms for isolating the virus, and indicate that you have understood how it is spread and where it has already become a health concern. Pay attention to the nature of viral infections as you make your plans, and be aware of what can and cannot be achieved medically.
Write a letter to a government official of your choice (either U.S. or any other government around the world), discussing the problem of the Bird Flu. Your letter can be used to express your thoughts about this problem in any way you wish… you could present a solution, offer sympathy, express your feelings. What will you say?

Roles:
Historian – Responsible for understanding historical pandemics and relating this information to the present threat or lack of threat caused by the Bird Flu. You must help your team understand how other flu epidemics and pandemics might help us understand and deal with this particular disease.
Policy Analyst – You are responsible for researching the possible ways that governments might created policies and laws designed to help minimize the spread of the Bird Flu, and/or help their populations to cope with it if it does begin to spread within their countries. What can be done by governments to help manage the effects of this disease?
Medical Researcher – Your role is to focus on the nature of the flu itself: what exactly is it? Where is it spreading? How can it be treated or prevented? What can be done, from a medical perspective, to slow or stop its spread?

Resources: Use these Websites to help you begin your studies --
Kids Health
CDC - Bird Flu
World Health Organization
BBC News -- Bird Flu
WebMD -- Bird Flu
Nature -- Avian Flu
Spanish Flu Pandemic

Spanish Flu Stories

Evaluation: Your work for this WebQuest will be graded using the following rubric.
GRADING RUBRIC FOR POWERPOINT PRESENTATIONS

KNOWLEDGE: 5 4 3 2 1 Shows an understanding of the material Able to answer questions
LENGTH: 5 4 3 2 1 Long enough to adequately cover assigned topic
CONTENT: 5 4 3 2 1 Topic covered thoroughly Enough information given to understand topic Did not exclude any important information or include any unnecessary information
DESIGN: 5 4 3 2 1 Very creative Easy to see and follow All graphics contributed to content
PRESENTATION: 5 4 3 2 1 Included class in the learning process Did more than read to the class
TOTAL ________

Reflection:
Evaluate this project. What have you learned? What do you understand now that is different from when you began? What do you want to do with the knowledge that you have gained? What has changed about you?

Probability WebQuest

2007-07-26T14:53:00.001-07:00

Introduction

"Heads, you go first; tails, I do." "I need to roll a seven to win." "If I
can spin and land on a green slot the jackpot is mine."

How many times have you played a game and hoped to win? What is the probability of winning?
Probability is a part every person's life sooner or later. We might wonder who will be elected class president or student council, or how many people will vote in the next presidential election in the United States. Probability and statistics are used to help predict what is going to happen in these types of events.
Very young children might use probability and statistics to figure out what toy might be pulled out of the toy box next, or what snack will be given to them next (even if they don’t understand the mathematics of it all). Older and wiser students use these methods to figure out things like the statistics of their baseball player. Adults might use these methods to figure out statistics and probability dealing with the stock market or perhaps the lottery.

The Quest
The purpose of this WebQuest is to allow you to experiment with probability and to learn about some outcomes. At the conclusion of the WebQuest you will be able to explain why some choices are better than others.

The Task
In this Webquest, the class will be divided into two-member teams. Each team will follow the Webquest to each web site and complete the task given there. They will answer the Webquest questions in a journal that they keep of their work. When finished each individual from the class will reflect on how the Webquest helped them better understand probability overall.
Use the Internet links provided at each step to answer the basic questions that are listed for each task. These questions should remind you of discussions and activities that we have worked on in class. Consider everything that you have already learned as you work to answer the task-related questions.

The Process
Phase 1 – Examining Probability
INSTRUCTIONS:

Visit each of the Websites below and answer the questions from each section.
Write your team’s answers to each question on notebook paper. All answers should be carefully and neatly written using complete sentences, and your best spelling, grammar, and punctuation. Use diagrams, graphs, charts, and sample problems as necessary to illustrate your answers. Your team’s answers will need to be turned in when your work on the Webquest is complete.
At each website that your team visits, you will find different activities that you can explore in order to help you understand various concepts related to probability. In many of these activities, there are data fields that can be adjusted (or changed). These will probably need to be adjusted several times for you to be able to look at the difference that it makes in the outcomes of each task. Do not hesitate to attempt various different approaches at each site so that you understand exactly what happens with different combinations of data. Remember, with probability, sometimes you need to make many trials in order to see what is actually happening.

Understand Experimental Probability and Theoretical Probability – Spinners and Race Cars (5 activities)

· Understanding Experimental Probability - Choose a spinner to use, click the 'SPIN' and check the results. You can choose from different spinners as well as a number cube to roll.
· Racing Game With One Die – This is a simulated racing game where a car moves depending on which number is rolled on the dice. Every option can be adjusted in this simulation. Make sure you explore thoroughly.
· Racing Game With Two Dice – You can choose a 'lucky player' to move one more step than everyone else during the race. You can choose the number of players and the length of the race.
· Experimental and Theoretical Probability – You will be able to set up your own spinner and also choose how many spins you want to use. You should look at the results and compare between experimental and theoretical probabilities. You can change the size of the spinner and the number of spins.
· Adjustable Spinner Experiment - You can change the size of the sections within the spinner, and this will change the theoretical probability. You can also adjust the number of sections on the spinner as well as the number of spins.

Questions specifically related to understanding experimental probability and theoretical probability:

1. What happens when the arrangement of the spaces on the spinners are changed?
2. What happens when the number of spins change?

3. What happens when the race segments are dropped to two?
4. How does changing the field of which car moves affect the outcomes?
5. What happens when the number of runs is increased?

6. Compare and contrast the experimental and theoretical probabilities when the different fields are changed in different ways.

Understand Independent and Dependent Events – The Monty Hall Paradox
"Would you make a deal to trade up to five hundred dollars in cash for one of
these three doors, knowing behind one of them is $3,254 in cash or valuable
merchandise? Several people may have to make that decision during the next
few
minutes as we bring you the Marketplace of America.... Let's Make a
Deal! And now, here's America's top trader, TV's Big Dealer, Monty
Hall! - Opening Spiel 1963-1969

The well-known Monty Hall probability problem is based on a television show of the 1960's and 1970's called Let's Make a Deal. Show host, Monty Hall would ask a contestant to pick one of three doors. Behind one of the three doors was a large prize. Behind the other two doors were lesser prizes, sometimes a group of goats grazing on fresh hay. Once the contestant picked a door, Monty would open one of the remaining two doors that did not have a prize. Then, he would offer the contestant a chance to switch doors.
To learn about dependent and independent probability, your team will work with two Monty Hall simulation games. Before playing, predict whether or not it is better to switch door selections after one is revealed. Track your results carefully so that you can discuss what happens in your journal.
· Monty Hall Simulation (simple) – You will choose one of three doors behind which is a prize. After you choose, you will be shown what is behind a second door. At this point you have the option to either switch your choice, or stay with your choice. The simulation will keep track of the number of times you win and lose. You should try both switching and staying enough times to determine whether it makes any difference which strategy you choose.
· Monty Hall Game (with explanation) – This version of the game is similar to the first one you played. Work with it in the same way you did the first one. When you have finished, you should look at the explanation given for the outcomes.

Questions specifically related to understanding dependent and independent events in probability:
1. What happens when you stay with your original (first) choice of door?
2. What happens when you choose to switch doors?
3. Does it matter, in terms of winning, whether you stay or switch?
4. How can you explain your results in this activity?

Phase 2 – Real World Applications
Now that you and your partner have completed the explorations from this Webquest, use what you have learned to create a game that demonstrates some of what you understand about probability.
Design a game of probability using either a spinner or dice. Be sure to include the following elements:
· Title of your game
· Game components (parts and pieces)
· Directions so others can play
· List of rules
· Explanation of why your game is fair
Be prepared to share your game with the class.

Phase 3 – Personal Reflection
You have finished your WebQuest. You worked with a partner throughout the project, but you, as an individual learned what you learned. So, take time now to consider what it is that you gained as you worked on this project. Write your reflection on notebook paper using your best handwriting, spelling, and grammar.

Discuss the specifics of the math.
Did you understand anything differently or better?
Did you enjoy the project?
Did you feel you contributed to your team in particular ways?
How would you change this project?
What did you like?
What did you not like?
What was the most challenging part of this work for you?
What would you tell someone else about this project?

Evaluation
Your work will be graded using the following rubric. All categories may earn up to ten points.

· Explanation (answers to questions are complete with detailed explanations)
· Use Of Illustrations (illustrations such as diagrams, graphs, charts, and tables are used to help describe and clarify explanations and answer questions)
· Mechanics (work is mathematically accurate and grammatically correct)
· Demonstrated Knowledge (shows complete understanding of the mathematical ideas, concepts, processes, and questions)
· Requirements (fulfills all the requirements of this assignment)

Conclusion
Did you complete all the activities, answer all the questions, and meet all the requirements for your game? Congratulations! You and your partner should understand probability much better now.

How is a Squid Like a Snail Webquest

2007-07-25T14:33:00.000-07:00

Introduction:

Doesn’t that seem like a silly question? After all, a squid and a snail aren’t anything alike, are they? Or are they? To find out, visit this Web Page: Ocean Planet. There you will find some of the amazing ways that a snail and a squid are related to one another and you will begin to understand what you and your team will be trying to accomplish as you work your way through this Webquest.

Your Task:

Your team will choose two marine animals from the same family. Marine animals are animals that live in or rely on the ocean. Use the “Marine Bio” link from the Resources list to help you decide on which animals you will study. Try to find two animals that are interesting to your team, but different enough that you can see some real differences between them. You will want to be able to compare their similarities and also contrast their differences. Study your animals to discover where and how they live, what other species live with them, and what challenges they encounter as a result of environmental issues and human activities.

Your group should work to answer these basic questions about your animals:
1. Is your animal a mammal, amphibian, crustacean etc.?

2. What ocean is this animal usually found in? Does it migrate?

3. Is this an endangered animal? If so, what must bedone to preserve the animal's habitat?

4. Please share any facts about this animal that may beimportant for us to understand. For example: This shark only eats electric eels, or this elephant seal must stay in specific water temperatures.

Resources:

Marine Bio

Office of Navy Research
Scholastic Ocean Explorer
Windows of the Universe
Temperate Oceans
Marine Invertebrates
Crustaceans of Australia
Intro to Echinoderms
Smithsonian Ocean
Sea Grant
Florida Smart
Ocean link

Process:

The members of your group will choose one of the following occupations. Each member of your group is expected to keep hand written notes and to document all the sources (where did information come from) that are used as part of this project. Notes will be collected at the conclusion of the project:
1. PowerPoint Slide Show Maker (Will produce a 7-10 slide PowerPoint presentation about your group’s findings that compare your two animals. This presentation should demonstrate how your two animals are “alike” and how they are different. Pictures or illustrations to be included on at least 4 slides).
2. Aquarium Poster Maker (Will create a colorful and attractive poster showing your animals in an “aquarium” setting with the plants and other marine life that might be found in their normal habitat – all inhabitants of the aquarium should be labeled).
3. News Reporter (Will write and illustrate a news article – approximately 300 words in length-- describing any current environmental issues or impacts of human activities on your group’s animals, and giving possible solutions for any problems. Cite sources as appropriate.)
4. Map Maker (Will create a colored poster size map of the places in the world where your group’s animals are typically found. Extra credit may be given for maps which show related information such as migration patterns, breeding grounds, fishing patterns, pollution impacts, global warming concerns, etc.)

Evaluation:

All the materials that your group creates will be graded using the following grading rubric . Each category will receive up to 20 points.

Answers to Webquest Questions (All questions thoroughly and completely answered)
Use of Computer Resources / Appropriate Technology (Excellent and appropriate use of resources and technology)
Documentation of Sources (Excellent documentation of sources – sufficient to allow all sources to be checked and verified)
Cooperative Group Effort (Excellent collaboration and problem resolution within the group resulting in excellent results overall)
Writing Mechanics / Detailed and Accurate Information (All written material was of excellent quality (spelling, grammar, mechanics) AND information was detailed and accurate. Work displays a level of writing beyond what might be expected at 6th grade level)
Incorporation of the Arts (All materials are artistically pleasing, well designed, creative, colorful, and make use of a range of techniques and materials as appropriate to the assignment)

Conclusion:

So is a squid like a snail? Well, maybe yes and maybe no. When you are only “looking” at one part, it's easy to come up with an answer that may not be completely right. It's the same for understanding a topic as broad or complex as Ocean Animals: when you only know part of the picture, you only know part of the picture. Now you and your team all know a lot more. Nice work. You should be proud of yourselves! How can you use what you've learned to see beyond the simple answer of a topic and into the deeper areas? What other parts of Ocean Animals could still be explored? Remember, learning never stops.