2010-2011+Projects-+Cohort+II+Option+2

Grade 9 Students were required to complete a written research project and then develop a presentation of that research project using various media sources. Students researched the topic of genetic engineering and were required to describe the process, its uses, and whether or not it is a process that we should be using. Students were required to choose from the viewpoint of a genetic scientist, environmentalist, genetics professor, or consumer advocate, and explain the pros and cons of genetic engineering as they see them. ||< || Grade 7 students created public service announcements, poetry, raps and skits to inform and educate others about pollution, and global warming, and ways to protect the earth. This video was a collaborative project completed by the entire class. || St. Francis Xavier || Grade 7 To create these projects,students were grouped twice: in the first group each student became an expert on their specific sense. When they were broken up into the second group, which was the group that actually worked together on their final projects, each member was an expert on a specific sense. Each member of the group did their own slides then they combined all the slides into one sense-sational presentation! || || Grade 5 Students have given an overview about the importance of electricity. Students completed power point presentations on modern electrical inventions and how they are more efficient and different from past inventions. The fifth grade students each responded to the question: What is the importance of electricity and how has it affected inventions from past to present? || || Teacher, Nancy Azcona ||   ||   || || Students created a website using the program WEBLENDER to show their understanding about volcanoes and earthquakes. //__New York State Intermediate Level Science Core Curriculum Grades 5-8__//  2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins. || || Students created a website using the program WEBLENDER to explain how a bionic arm functions. //__New York State Intermediate Level Science Core Curriculum Grades 5-8 __// S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. || || Students created a PowerPoint presentation describing the Grand Canyon. //__New York State Intermediate Level Science Core Curriculum Grades 5-8__// 2.1e Rocks are composed of minerals. Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of physical properties such as streak, hardness, and reaction to acid. 2.1f Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments. 2.1g The dynamic processes that wear away Earth’s surface include weathering and erosion. 2.1h The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air. 2.1i Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers. || || Students created a PowerPoint presentation explaining the four layers of the earth. //__New York State Intermediate Level Science Core Curriculum Grades 5-8__// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers-the crust, mantle, outer core, and inner core-have distinct properties. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.1c The rock at Earth’s surface forms a nearly continuous shell around Earth called the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">lithosphere. || || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students created an animation using the program FRAMES to show their understanding of plate tectonics and continental drift. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//__New York State Intermediate Level Science Core Curriculum Grades 5-8__// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2d Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2e The Theory of Plate Tectonics explains how the “solid” lithosphere consists of a series of plates that “float” on the partially molten section of the mantle. Convection cells within the mantle may be the driving force for the movement of the plates. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes. || media type="file" key="ASAAD ADAM MO RALPHY.MOV" width="300" height="300" || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students created an animation using the program FRAMES to show their understanding of how the universe was formed. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//__New York State Intermediate Level Science Core Curriculum Grades 5-8__// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers-the crust, mantle, outer core, and inner core-have distinct properties. || media type="file" key="John video.MOV" width="300" height="300" || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students created an animation using the program FRAMES to show their understanding of how the earth was formed. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//__New York State Intermediate Level Science Core Curriculum Grades 5-8__// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers-the crust, mantle, outer core, and inner core-have distinct properties. || media type="file" key="nadia marisol jonathan.MOV" width="300" height="300" || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students created an animation using the program FRAMES to show their understanding of physical changes. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//__New York State Intermediate Level Science Core Curriculum Grades 5-8__// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">3.2b Mixtures are physical combinations of materials and can be separated by physical means. || media type="file" key="Frosty the Snowman.MOV" width="300" height="300" || Grades: 10, 11 & 12 <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;"> <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;"><span style="background-color: transparent; color: #810081; font-family: Times New Roman; font-size: 16px; text-align: left;">__[|Freshwater Biome.ppt]__ || Grade: 9th Grade Students were given a list of a variety of topics related to the living environment course. After choosing a topic, the student's objective is to explain it by creating a powerpoint presentation answering a driving question linked with the topic. Students are given the flexibility to combine sound, video, and use their artistic creativity to explain their topic for a 9th grade audience. || media type="file" key="Nassry || Classify populations of organisms as producers, consumers, or decomposers by the role they serve in the ecosystem (food chains and food web). LE 6.1a-d || || Research the location of an ecosystem (include a map and a description of where it is) Use at least 3 different approved websites and digital resources. What kind of plants and animals live in the ecosystem. Include 2-3 pictures. How have people affected life in this ecosystem, in both good and bad ways? What can be done to protect life in this ecosystem? || ||
 * //**School**// ||< //**Teacher**// || //**Description of Student's Science Projects**// ||< //**Student's Science Project**// ||
 * Secondary School of Law ||< Erick Rowley || "Genetic Engineering"
 * St. Francis Xavier School || Rose Rosen || Grade 7
 * St. Saviour School || Sherlene Parsons || "The Senses"
 * St. Saviour School || Joan Elcock || "The Electrical Inventions"
 * **PS 19** || Isabel Soto ||  || media type="file" key="Best Consumers.MOV" width="300" height="300" ||
 * ||  ||   || media type="file" key="Friends.MOV" width="300" height="300" ||
 * ||  ||   || [[file:Brown Bears.pptx]] ||
 * ||  ||   || [[file:The Life Cycle of A Dog.ppsx]] ||
 * **PS 19** || Janet Riordan ||  || [[file:Are Drugs and Alcohol Good for You.ppt]] ||
 * ||  ||   || [[file:How does nutrition and excercise affect our health.ppt]] ||
 * ||  ||   || [[file:Tornadoes.ppt]] ||
 * ||  ||   || [[file:Presentation1 Food and Nutrition.pptx]] ||
 * //**M.S. 88**//
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Earthquakes and Volcanoes **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Bionic Arm **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">The Grand Canyon **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Layers of the Earth **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Pangaea **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">How the Universe Formed **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">How the Earth Formed **
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Frosty the Snowman **
 * Al-Madinah School || Khaled Barakat || Chemistry and Environmental Science
 * Habitats and Food Chains" project is a collaborative project completed by the 11th Grade Girls Class (30 contributing students) || [[file:AtomicStructure chemistry project(1).ppsx]]
 * Al-Noor School || Nassry Mohammad || Topic: Living Environment
 * ||  ||   || [[file:CarryingCapacityofanEcosystem(Afaf).ppt]] ||
 * ||  ||   || [[file:CarryingCapacityofanEcosystem(Asalah).pptx]] ||
 * ||  ||   || [[file:CarryingCapacityofanEcosystem(Yehia).pptx]] ||
 * ||  ||   || [[file:EcologicalSuccession(Salma).pptx]] ||
 * ||  ||   || [[file:EcologicalSuccession(Zena).odp]] ||
 * ||  ||   || [[file:EnergyTransferinanEcosystem(Hiba).pptx]] ||
 * ||  ||   || [[file:EnergyTransferinanEcosystem(Sarah).pptx]]e ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Ammad).pptx]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Ayesha).pptx]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Hiba).pptx]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Jannat).ppt]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Mahmud).odp]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Moram).pptx]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Norhan).ppt]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Salimah).pptx]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Sidra).pptx]] ||
 * ||  ||   || [[file:HumanEffectsonGlobalWarming(Sumayah).pptx]] ||
 * ||  ||   || [[file:ImportanceofBiodiversity(Heba).ppsx]] ||
 * ||  ||   || [[file:ImportanceofBiodiversity.pptx]] ||
 * ||  ||   || [[file:PreserveLimitedResources(Summer).pptx]] ||
 * ||  ||   || [[file:RelationshipbetweenIndustrializationandPollution(Eman.pptx]] ||
 * ||  ||   || [[file:TheEffectsofNuclearFuel(Amrr).pptx]] ||
 * ||  ||   || [[file:TheEffectsofNuclearFuel(Hagr).pptx]] ||
 * ||  ||   || [[file:TheEffectsofNuclearFuel(Taqwa).ppt]] ||
 * //**PS 94**// || Maria Pietanza || Students conducted research to :
 * //**M.S. 50**// || Sara Salich || Students were given the following task:
 * ||  ||   || [[file:justin probejs.pptx]] ||
 * ||  ||   || [[file:john miranda project.pptx]] ||