2011-2012+Spring+Projects

Students created Share projects to show which objects will successfully complete an electrical circuit. Students had to demonstrate this understanding by making the lightbulb “light up” or stay dim on each slide. Projects were enhanced with object movements, images, and audio files. Common Core Standards: W6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to typea minimum of one page in a single sitting. SL5 - 5. Add audio recordings and visual displays topresentations when appropriate to enhance the development of main ideas or themes. New York State Performance Indicators 3.1 - Observe and describe properties of materials, using appropriate tools. 3.1f - Objects and/or materials can be sorted or classified according to their properties. 4.1 - Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 4.1e - Electricity travels in a closed circuit. || Projects can be viewed at the [] website. || & Mr. John Lo || Student groups consisted of one-Grade 4- Chinese Dual Language Lerners class with a Grade 5 English Language Learners. 5-408 experimented with variables of Pendulums and created reports to share their findings with the SHARE software from Tech4Learning 4-405 studied Ecosystems and prepared Food Chains reports using SHARE software from Tech4Learning. ||
 * School || Teacher || Description || Project ||
 * PS 16 || Mr. C. Ruggi || Conductors and Insulators: What Completes the Circuit?
 * PS 19 || Ms. I. Soto ||  || Projects can be viewed at the [] website. ||
 * PS 94 || Ms. M. Pietanza

Additional projects for this group of students can be viewed at the [] website. || During this assignment students will learn about severe weather and the precautions to take if severe weather strikes. You will research ONE of the following types of severe weather: hurricane, tornado, flood, thunder and lightning storm, blizzard, and drought. You will learn to use various internet sites to gather facts and information. After you have found your information teach your classmates about what you have learned by creating an informative brochure on your type of severe weather. Present your information and safety tips to the class using PowerPoint slides and (Inacole oral presentation 607 only.) __ Focus Questions __ Inquiry (BIG) Questions (use in your presentation) A. Why is your type of weather considered “severe weather? B. How would you protect yourself and your family during this type of “severe weather?” Focus Questions (use in your brochure) __ Resources __ Use the following sites and print resources from your library to find your information [|www.scdiscus.org] [|www.weatherandkids.com], [|www.brainpop.com] || ||  Matter-­‐ What is it?  States of Matter-­‐Describe each state and how the particles move. Give at least five examples of each state of matter.  Physical and Chemical Properties-­‐What is the difference between them? Give at least five examples of each.  Physical and Chemical Changes-­‐What is the difference between them? Give at least five examples of each.  Atom-­‐What is an atom? (Include and explain the parts of an atom)  Elements-­‐What is an element? Give at least five examples.  Compounds-­‐ What is a compound? Give at least five examples.  Periodic Table-­‐ What is the Periodic Table? How do you read/use the periodic table? What are trends/patterns of the periodic table?  Substances and Mixtures-­‐What is the difference between them?  Heterogeneous and Homogenous Mixtures-­‐What is the difference between them? Give at least five examples of each.  Solutions-­‐What is a solution? (Include and describe solute and solvent) Give at least five examples and identify the solute and solvent.  Solubility-­‐What does solubility mean? Science Standards: 3.2a During a physical change a substance keeps its chemical composition and proper- ties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing. 3.2b Mixtures are physical combinations of materials and can be separated by physical means. 3.2c During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk. 3.3a All matter is made up of atoms. Atoms are far too small to see with a light microscope. 3.3b Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion. 3.3c Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns. 3.3d Interactions among atoms and/or molecules result in chemical reactions. 3.3e The atoms of any one element are different from the atoms of other elements. 3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form. 3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases). Additional projects for these groups of students can be viewed at the [|http://k12share.com] website || || (see previous description/ standards) || || (see previous description/ standards) || || || || || We learned about The Six Simple Machines and how these affected the daily lives of people and made work easier. The students were able to recognize and describe each simple machine. They located each type around the school building and at home and took pictures which were later imported into the projects. Before starting the projects the students used story boards to indicate what they would write. They enjoyed helping each other overcome any difficulty as they worked collaboratively. We experienced some problems publishing the projects on the K-12 web site. The students learned several new vocabulary terms as we worked on the project and these terms were included in the projects in some cases. We also looked at how simple machines could be used to create compound and complex machines. || Projects can be viewed at the [] website. || || Standard 1: Key Idea 2 S3.2h use and interpret graphs and data tables Standard 2: Key Idea 2 3.2 Describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community. Physical Setting Skills 16. Determine the speed and acceleration of a moving object || media type="file" key="GCSE_Science_Revision_-_Acceleration.mp4" width="300" height="300" || ||
 * MS 88 || Mr. D. Rose || __ Introduction and Task __
 * || Ms. N. Azcona || Students created a presentation using PowerPoint, SHARE, or FRAMES to explain what they have learned about in the Chemistry Unit. Students needed to make sure to include the following topics:
 * || Ms. N. Azcona || Class 708 (see previous description/ standards) || [[file:Ashley Garcia Chemistry Unit Project.pptx]][[file:BY LAUREN ,MOJICA Chemistry Unit 708.pptx]] ||
 * || Ms. N. Azcona || Class 709
 * || Ms. N. Azcona || Class 710
 * Secondary School for Law || Mr. E. Rowley ||  ||   ||
 * School for Legal Studies || Mr. Gil Ferrer, Jr. || Computer Forensics Science Students' Works is linked to the class website of Computer Forensics Science of the School for Legal Studies using Google sites. The site cotains students' pages with subpages where their assignments are attached. The assignments are documents and powerpoint presentation using Google Docs. || Computer Forensics Science Students' Works ||
 * Cobble Hill High School || Ms. S. O'Connor || Periods 1 & 5 || [[file:Louise Bines Polution project.pptx]][[file:ANTHONY CORT.pptx]][[file:Brittany Daniels.pptx]]
 * St. Saviour School || Ms. S. Parsons || Class 7A || [[file:Yanick Aigbedion.pptm]][[file:Timothy Bell.pptx]][[file:Tony Curtis.pptx]]
 * ||  || Class 7B || [[file:Lawrence Aker.ppt]][[file:Dominic Balzamo.pptx]][[file:Kenneth Bell.pptx]]
 * St. Saviour School || Ms. J. Elcock || During the spring semester, Grades 4a & 4b worked on Simple Machines using the Share software.
 * Al-Madinah School || Mr K. Barakat ||  || [[file:Structur of atom Najma.pptx]][[file:Acid Rain.pptx]][[file:Munko Chemistry.ppt]]
 * Al-Madinah School || Mr. Imran Qaisar || Standard 1 : Key Idea 1 M1.1c apply mathematical equations to describe relationships among variables in the natural world
 * Al-Noor School || Mr. N. Mohammad ||  || [[file:Abdul-Malik Jackson - Global Warming.pptx]][[file:Aqsa Zahid - Heterotrophs and Autotrophs.pptx]][[file:Adam Aziz - Ecological Succession.pptx]]