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www.EnterKnowledge.com: Internet Exploration Kelly M. Shepard Carnegie School, CPS IIT Research Mentor: Dr. Tricha Anjali

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Www enterknowledge com internet exploration l.jpg

www.EnterKnowledge.com:Internet Exploration

Kelly M. Shepard

Carnegie School, CPS

IIT Research Mentor: Dr. Tricha Anjali

This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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Overview

  • Subject: The Internet

  • Target audience: Middle School students

  • Time requirement: 10 days, 40 minutes per day

  • Objectives

    • Content: Study of types of engineers and of the physical Internet, how it works, it’s history.

    • Inquiry: Making electromagnets.

    • Design: After transmitting data through a flawed Internet, students design an improved network.

    • Ethics: Discuss ethical ways of working in groups and write a code of ethics.


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Illinois Learning Standards

  • Stage G Learning Standards focus on middle school grades 6, 7, and 8

  • English Language Arts: 3C; 4A,B; 5A,B,C

  • Mathematics: 10A,B

  • Science (Engineering) : 11B; 13A2,B

  • Social/Emotional Learning (Ethics) : 1A7; 1C, 2C5, 3A2,6; 3B4; 3C5,6,7


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Assessment Instruments

  • Performance –Includes movement games (ex: tag), skits, songs, raps, or the performance of an assigned task (ex: use given materials to build a network in 15 minutes, or teach a student-created lesson to the class).

  • Product –Includes the creation of models, posters, Power Points, board games, card games, collages, drawings/pictures, brochures, pamphlets, portfolios, and labeled diagrams.

  • Written –Includes worksheets, brainteasers, outlines, fact lists, essays, annotated bibliographies, lesson summaries, quizzes, and exams.

  • Rubrics – performance, product, answer keys


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Background

  • Pre-requisite knowledge: Students and teacher should be familiar with using the Internet.

  • Introduction to the Internet

  • Ethics of group work

  • Internet vocabulary

  • History of the Internet

  • How the Internet works

  • Design an improved network

  • Engineering careers

  • Electromagnets


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Materials

  • Index cards or scraps of paper

  • Poster board or large paper (bulletin board paper) for group posters

  • Cardboard for board games and models

  • Graph paper for puzzles and designs

  • Craft items (markers, scissors, glue, etc.)

  • Flash drives

  • Buzzers for The Tournament of Champions

  • Computer hardware, software, and peripherals are optional


Examples internet l.jpg
Examples:Internet

PICTURE THIS

  • Objective: Students will view a picture of the Internet and write a hypothesis that states what the whole picture represents and names the parts of the picture.

  • Written Assessment: Hypotheses must contain a minimum of 5 grammatically correct sentences, include ideas from each group member, name the picture as a whole and name its components.


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Examples:Internet

SURF THE WEB

  • Objective: Students will learn the meaning of Internet related words by playing a game. Written on some index cards are vocabulary words, on others, the definition of those words. After distributing cards, students will walk around the room to find the card that matches theirs.

  • Performance Assessment: When students find their matches, they will use their words and definitions to make a word wall.


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Examples:Internet

HISTORY OF THE INTERNET

  • Objective: Students will create timelines of significant events related to the development of the Internet. Students will work in groups. Timelines must be arranged in a fashion similar to a number line, with appropriate intervals.

  • Product Assessment: Students will construction paper, yarn, glue, and other available craft items to construct their timelines.


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Examples:Scientific Inquiry

ELECTROMAGNETS

  • Objective: Students will make electromagnets.Through scientific inquiry, they will investigate the characteristics of electromagnets.

  • Written Assessment: Students will make a chart of the data they collect and write a paragraph that analyzes their data.


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Examples:Ethics

ETHICS CODE

  • Objective: Students will create a code of ethics for working in groups. They will define and discuss the terms ethics, morality, and research ethics. They will use “A Format for Ethical Decision Making” to create their groups’ code of conduct.

  • Written Assessment: Students must write a code that includes 4-6 rules of behaving in groups.


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Examples:Engineering

WORLD WIDE WEB

  • Objective: Students will play a game that simulates the transmission of data through the Internet. They will distribute data using a flawed network, then they will work in groups and act as engineers to design improved networks. The teacher, or selected student, will time the passage of data packets through the networks.

  • Performance Assessment: Students’ improved design of the “Internet” must deliver information faster than the original design.


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Examples:Engineering

ENGINEERING CAREERS

  • Objective: Students will research engineering careers and present their work to the class.

  • Product Assessment: Students will create PowerPoint presentations to share the information they’ve researched with their classmates. Teachers are encouraged to develop rubrics to assess the specific content and requirements they wish to be included in student PowerPoints (number of slides, use of templates, slide transitions, hyperlinks, etc).


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Project:Culminating Event

  • The Tournament of Champions (Family Feud Sample Videos)

    • The format of a round of Family Feud. (control the round, 3 minutes)

    • This video shows students why education is important to their lives. (preliminary round, 3 minutes)

    • Engineering an answer is critical. (preliminary round, one minute)

    • An example of the importance of a sharp mind. (“alligator” bonus round, 5 minutes)


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Additional Activities

  • Email:Distribute to students the “Email Consent Forms”. Collect completed forms before allowing students to set up email accounts. Students will be encouraged to submit their assignments via email to their partners, group members, and teacher.

  • Enter Ethics: Students will define ethical issues surrounding the development and use of the Internet.

  • Safe Sites: Students will research and present safe and unsafe Internet practices and their consequences.


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Additional Activities

  • Network Puzzles: Students will use vocabulary words to create crossword puzzles that include answer keys and clues.

  • Search Engine Puzzles: Students will use vocabulary words to create word-search puzzles that include clues instead of word lists.

  • Encrypted Puzzles: Students will develop an encrypted code for the alphabet. They will use the encrypted code to spell vocabulary words.


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Additional Activities

  • Surveys: Students will design surveys that address people’s knowledge of how the Internet works, how the Internet is used, attitudes toward the Internet, and future uses of the Internet.

  • Community Outreach: Students research organizations in the school’s neighborhood that provide Internet access and technology related resources and classes.


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Teacher Notes: Implementation

  • www.EnterKnowledge.com: Internet Exploration is designed for students in grades 6 through 8.

  • Modifications may be made by teachers to address the specific academic needs of students or to include other grade levels.

  • The number of periods required to implement this module can be adjusted to fit the schedules and instructional responsibilities of teachers.


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Teacher Notes: Implementation

INDIVIDUAL STUDENTS

  • Teachers may choose to implement this module by requiring that each student participate in each activity and research opportunity.

  • The manner in which student work can be shared and assessed may vary (see Assessment slide).

  • This option is the most time consuming and works best for self-contained classes, block schedules, team-teaching, or other flexible instructional duties and schedules.

  • Suggested time is 20 days, 40 minutes per day.


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Teacher Notes: Implementation

PAIRS

  • Teachers may decide that pairs of student should be assigned different activities and research opportunities, with little overlap.

  • This option may work well for teachers who have a bit more time than the standard one 40-minute period per day.

  • Teachers who choose this option may have decided to dedication fewer days to the implementation of the module.

  • Suggested time is 15 days, 40 minutes per day.


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Teacher Notes: Implementation

GROUPS

  • Teachers may prefer to have students work in small groups (3-5 students) that engage in different activities and research opportunities, with no overlap.

  • Groups may share their work by posting work on bulletin boards or through oral presentations.

  • This option is designed to serve teachers with strict schedules and explicitly defined instructional duties.

  • Groups require the least amount of time to complete the module.

  • Suggested time is 10 days, 40 minutes per day.


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Teacher Notes: Implementation

CUSTOMIZED

  • To fit specific academic needs and schedules, teachers may choose the activities in which students participate and the methods for grouping.

  • Most activities are designed to be taught independent of one another.

  • Bear in mind that the pre/post test should be modified to fit the content taught to students.

  • The suggested time for this option is completely at the discretion of the teacher.


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Websites

  • Fact Monster Internet Timeline: http://www.factmonster.com/ipka/A0193167.html

  • SafeKids.com: http://safekids.com/guidelines-for-parents/

  • Kids Health: http://www.kidshealth.org/parent/positive/family/net_safety.html

  • Discovery Channel: http://dsc.discovery.com/beyond/player.html?playerId=203711706&bclid=992358259

  • How Stuff Works: http://electronics.howstuffworks.com/electromagnet.htm

  • Rubric Maker: http://teach-nology.com/web_tools/rubrics/

  • Wikipedia: http://en.wikipedia.org/wiki/Main_Page

  • Inquiry-based labs: http://acept.asu.edu/courses/phs110/si/

  • National Society of Professional Engineers: http://ethics.iit.edu/codes/coe/nat.soc.pro.engineers.jan.2006.html