Science Best Practice
Elementary Level
 

Click here and VIEW:  Student Created DRY Times Collaborative PPT

This PPT was created by gifted and talented grade 7 students from East Orange, NJ.
Coursework included a field experience with Dr. Solicki in Montclair State University's computer lab.

Select and click:

D.R.Y. Times Project
(Drought Research in Your Times)
Submitted NJDOE Best Practice Narrative  ---  Summary of Field Trip --- 
Student DRY Times Collaborative PPT     ---    School Greenhouse Emmissions Calculator
 

* Note -  This practice was used with a select group of advanced proficient students in East Orange, NJ.  As educators we often spend a great amount of time and energy trying to raise our at-risk students to proficiency.  This is a good thing and necessary.  However, we must raise ceilings as well as floors.  Our advanced proficient/ gifted & talented students cannot be forgotten.  they must be challenged and inspired to new heights as well.  For the students that I selected for this project this was their first exposure to PPT and Excel.  The time spent on-campus at Montclair State University was one of the highlights of this project for the students.  The opportunity for them, at the age of 12-13 years old, to work under a professor, whose life work was in the area of global warming, in a college computer lab, had a profound effect on the students.  It wasn't only academically challenging and interesting for them, it impacted their self-image, efficacy, goals, and aspirations.  They began thinking more critically and moved 'out of the box'.

There was not a gifted & talented program in my school in East Orange.  I was not a classroom teacher, I was the Literacy Coordinator who trained the teachers.  We lead by example.  The only time to work on this was during lunch and prep periods.  The students gave up their lunches as well.  We placed in the district Science Fair.  Central Office wanted us to represent the district at the Essex County Science Fair, but the deadline had passed for registration.

NEW JERSEY

STATE DEPARTMENT OF EDUCATION

2001-2002

Guidelines and

Application

BEST PRACTICES

Deadline for Application to County Office:

DECEMBER 14, 2001

The Best Practices application is a public document.  The information that you provide will serve as the official record. Review the application prior to submission to ensure accuracy and adherence to the guidelines. Type or keyboard the information requested on this page and page 2, if applicable.

 1.  “D.R.Y. Times” (Drought Research in Your Times) Practice Description:

Changing weather patterns have brought the theory of global warming to the forefront.  More than once in the past few years NJ, along with many areas, not only in North America, but internationally, has faced drought conditions.  Providing students with a  background knowledge of; the global warming theory, weather patterns, and current events, students then utilize hands-on data measurement of local weather, as well as real-time data from Internet sites for drought forecasting.  Students become the active meaning-makers in this practice.  The students’ forecast drought or non-drought conditions for the up-coming summer months (and they were surprisingly accurate).  Students also use higher order thinking skills to; form proactive recommendations on how to effectively prepare for a drought, and examine how drought affects not only the eco-system, but economic forces and society as well.

 This practice is recommended as an enrichment study for upper elementary grades through middle school.  Community partnerships with organizations (LINKS and Montclair State University) dedicated to supporting science and technology among youth, were formed.  They were instrumental in providing funds and experiences for the success of the practice and provided incentive rewards for the students.

 Practice Goals – General:  Provide enrichment in Science through thematic teaching and the integration of technology through relevant, project-based learning.

 1)       Analyze research to be make short-term drought predictions/forecasting based upon weather trends and patterns.

2)       Examine and compare local and global effects associated with drought (in the ecosystem and society)

3)       Examine the causes and effects of global warming in weather patterns and changes

4)       Examine preventative measures in regards to increased global warming

5)       Examine practical steps that can be taken to plan or prepare for a drought

2.  This practice aligns with the following NJ Core Curriculum Content Standards:

Cross-Content Workplace Readiness                                                                      
Standard 2:   Computing skills, Internet navigation in researching, spreadsheet programs, computer based slide shows, and e-mail are all integral components of this project.

Standard 3:   Students will analyze trends, patterns, leading to hypothesis formulation, and drought forecasting which require higher-order synthesis and evaluative thinking skills.

Language And Arts Literacy    
Standard 3.1   Oral presentations are made before a variety of audiences (students in gr. 6-8, students and adults district Science Fair, and community).  The New Jersey Registered  Holistic Scoring Rubric (NJRHS) for public speaking will be used.                                                                       

Standard 3.3:   Students will write a research paper (with a bibliography inclusive of Internet resources).  The information in the research paper will be submitted at the district science fair.  Information contained in the paper will be used for adaptation in a computer based slide show (either PPT,  Clarisworks, or Appleworks).   Writing will be evaluated based upon  NJRHS for writing.   

Standard 3.4:   Students will read Internet articles, data sheets, interpret pictures, charts and graphs.  These materials must be comprehended at higher order levels for interpretation, synthesis, and evaluation in writing a research paper and creating a computer-based slide show.

Mathematics                                                                                                 
 Standard 4.5:   Students will learn how to use and apply spreadsheet programs such as Excel or Appleworks.  The data that they have gathered (both through hands-on measurements, real-time data, and archived weather instruments) will be used to create spreadsheets, charts and graphs.

Standard 4.9:   Computer created charts and graphs will be used to formulate hypothesis and make forecasts regarding the short-term potentiality of the occurrence of a drought.

Standard 4.10:   In analyzing and interpreting data, charts and graphs students will use estimating strategies in studying trends and patterns of weather conditions.

Standard 4.11:   Through analyzing weather trends and patterns, globally as well as locally, students will gain understanding of the importance of data to explain real-world phenomena. 

Science                                                                                                           
Standard 5.1  Students will learn the interacting components of weather systems, human activity as it relates to global warming, and the overall behavior of that system as seen in changing climate conditions.

Standard 5.2   Aligning with this standard is the backbone of the D.R.Y. Times project.  Students systematically measure and record data daily for at least 2 months and then form a hypothesis (their forecast regarding the probability of drought) based upon their analysis of the data that they have collected.  The results are communicated in presentations to classmates, district, and the community.  

Standard 5.4:   Computing skills and Internet research and communication with others outside of their locality is a vital component of this project.  [Computing skills used:  Internet navigation, search engine use, accessing real-time and archived data bases, communicating via e-mail and discussion boards, spreadsheet programs, computer based slide presentations, word processing, continual maintenance and upgrading of a web site] 

Standard 5.5:  Integrating mathematics in this project is vital (see detailed explanation above in Mathematics standard area).

Standard 5.6:  Students will develop an understanding of the essential need(s) of humans, wild-life, and plant life for water and dependence upon rain,  students will gain a further appreciation of the interdependence and inter-relationship of the entire eco-system, and how it can be effected by extreme weather conditions.

Standard 5.10:   Students will gain a further appreciation of the interdependence and inter-relationship of the entire eco-system, and how it can be effected by extreme weather conditions. 

Standard 5.12:   The interdependent components of human activity on global warming, which affects climate – and climate which affects human activity will be understood by students.

Social Studies                                                                                                           
Standard 6.6: Climate and drought conditions can radically impact economic forces, and area priorities and/or ideas. Students will develop an understanding of these factors.          

Standard 6.7:    Students will study maps as they analyze drought trends, patterns and occurrences.  Students will also refer to maps (nationally and globally) to gain an understanding of global warming trends and drought conditions.

3.  Measurement(s) of Student Achievement

1)       Knowledge of drought and global warming:  Research Paper – scored using the New Jersey Registered Holistic Scoring (NJRHS) rubric for writing

2)       Internet research skills:  Research Paper Bibliography

3)       Data collection and spreadsheet mastery:  Charts & Graphs created in the spreadsheet program

4)       Mastery of creating computer-based slide show:  computer-based slide show

5)       Oral Presentations before a variety of audiences:  scored using the NJRHS rubric for public speaking

 4.  Suggestions for replicating this project in other schools:

Materials Needed

 1)       computers with Internet connectivity

2)       software programs (such as; Appleworks, Clarisworks, Microsoft Office, or the like) that contain word processing, spreadsheet, and computer-based slide show capabilities

3)       weather station kits (preferably one for each small group) providing the hands-on ability to measure; temperature, wind, and precipitation  

 Project Activities

 Note:  The teacher’s role throughout the project is that of a facilitator; providing students with background information, knowledge of the subject, workshop instruction in computing programs germane to the project, Internet navigation, and resources (both hands-on manipulatives and URL’s).

 Also, it is recommended that students work with partners or in small groups of 3-4.

 This thematic project will take a minimum of two months to complete and should involve a variety of subject teachers. 

The teacher will:  

1)       Provide students with fundamental knowledge on droughts and global warming.  

2)       Facilitate Internet research – train students in search engine use, bookmarking, and provide a foundational list of relevant URL resources (available from our school upon request). 

3)       Train students how to measure temperature, wind, and precipitation using the manipulatives from the weather station kits.

4)       Train students via workshops in the use and application of data entry, spreadsheet program (and how to create charts & graphs), word processing, and creating computer-based slide shows.

5)       Facilitate interactive, critical thinking discussions with small groups.

 The student will:

1)       Gain a fundamental understanding of drought and global warming. 

2)       Students measure local weather conditions daily (with hands-on manipulatives from weather station kits), record measurements on spreadsheets, and compare  measurements with real-time data on the Internet, as well as the findings of other classmates.  (This will develop the students’ understanding of data validity in measurements when data is compared and confirmed with more than one source.)

3)       Analyze local weather history (Reflect on local history.  What year(s) did your area experience drought or unseasonably hot or dry conditions?  What would be an ideal year to compare with current data.  Research and/or refer to Resources for a site that provides data on your locale during that year.)

4)       Based upon analysis of the data synthesize and evaluate the information and formulate a hypothesis regarding short-term drought forecasting for your area.  (In other words, make an educated guess based upon the data – Will your area experience drought within the next two months based upon comparisons of current weather data and that of a similar time period in the past when the area had experienced drought conditions?)

5)       Create graphs and charts of the data that you have recorded using applications from the spreadsheet program that you are working with. 

6)       Write a research paper based upon your findings and acquired knowledge of drought and global warming. 

7)       Present project findings via public speaking and student created PPT show to a live audience.                           

worked on from:  2001-2002
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A School’s Greenhouse Gas Emissions Calculator

Doing Our Share to Reverse Global Warming

For the year ­­­­­­­­­­_______________ (the latest year for which information is available)

1.      Electricity

Enter the number of kilowatt hours used _______ x 1.1 lbs. CO₂/kilowatt hour = ____________ lbs. CO₂

2.      Heating

Gals. of heating oil used _______ x 22.38 lbs. CO₂/gal. = ____________ lbs. CO₂

Therms of natural gas used _______ x 11.7 lbs. CO₂/therm = ____________ lbs. CO₂

3.      Transportation

Gals. of gasoline used _______ x 19.64  lbs. CO₂/gal. = ____________ lbs. CO₂

Gals. of diesel fuel used _______ x 22.38 lbs. CO₂/gal. = ____________ lbs. CO₂

Therms of natural gas used _______ x 11.7 lbs. CO₂/therm = ____________ lbs. CO₂

4.  Total lbs. of CO₂/ released into the atmosphere = _________________ lbs. CO₂

For the year ­­­­­­­­­­1990 (the base year) or 199___

5.       Electricity

Kilowatt hours used _______ x 1.33 lbs. CO₂/kilowatt hour = ____________ lbs. CO₂

6.       Heating

Gals. of heating oil used _______ x 22.38 lbs. CO₂/gal. = ____________ lbs. CO₂

Therms of natural gas used _______ x 11.7 lbs. CO₂/therm = ____________ lbs. CO₂

7.       Transportation

Gals. of gasoline used _______ x 19.64 lbs. CO₂/gal. = ____________ lbs. CO₂

Gals. of diesel fuel used _______ x 22.38 lbs. CO₂/gal. = ____________ lbs. CO₂

Therms of natural gas used _______ x 11.7 lbs. CO₂/therm = ____________ lbs. CO₂

8.       Total lbs. of CO₂/ released into the atmosphere = _________________ lbs. CO₂

The Doing Our Share Calculations

 The goal is to reduce greenhouse gas emissions by 3.5% of the school’s 1990 total by 2005.

9.      Multiply the total on line 8 ­­­__________ x .035 = ____________ lbs. CO₂

10.  Subtract:  line 8 total _________ minus line 9 total ____________ = _______________ lbs. CO₂

This is the school’s target amount of greenhouse gas emissions for 2005.

How does it compare with line 4?

What steps can your school take to reach the goal on line 10 by 2005?

School ___________________________________________________________________________

Address __________________________________________________________________________

Name of contact person ___________________________________________ Date ______________

This Document was Shared with us by: 
NJ Sustainable Schools Network, c/o Global Learning Inc.
1018 Stuyvesant Ave., Union, NJ  07083

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Enrichment Studies Field Trip Experience Summary Notes:

Montclair University/ Global Warming

Dr. William Solecki

May 7, 2002

Climate Change, a look at:

Our area                (see disc map images)

Forests                  (see hand-outs)

Coastal                  (see hand-outs)

 Analyze and measure weather trends and patterns month by month and year by year.

 East Orange is a temperate climate.  The temperature is moderate all year.

 Climate change occurring – the earth is getting warmer

Greenhouse Effect to an extent is a naturally occurring phenomena.  As CO2 concentrations go up so do global temperatures.

Computer models, such as; HCGG, the Hadley Center Greenhouse Gases, and CCGG, the Canadian Climate Greenhouse Gases, show forecasts of future climates.

*  By 2080’s the world will be 5-7degrees hotter than now.

The NY/NJ area projected temperature increase by 2080 is 5.5

Charting Local Historic Climate Trends for the NY/NJ metro area 1900-2000

Definition of a heat wave is 3 or more days of temperatures of 90 or above.

We usually have an average of 1-2 per year.

By 2080 it is estimated that we may experience 10 per year.  Also it is believed that each heat wave will last longer in terms of days.

Sea Levels Rising – an expansion of the upper levels of the ocean as glacial icebergs melt.  The next 50-60 years the sea level will continue to rise a bit.  The current average rise in sea level is 1” every decade.  

Also, flooding (instead of the every 100 year flood) could occur every 3-4 years.

Health Issues – There is an increase in incidents and frequency of asthma as temperatures increase.  (Not to mention heat stroke.)

Higher demands will be made on energy consumption as it gets hotter, due to the need for air conditioning.

Urban/ Suburban Areas vs. Rural

Urban & suburban areas are getting even warmer than rural areas.  They are 3-10 hotter.  Asphalt, concrete, and brick absorb and trap heat, storing it.  Increased land use will cause warming well into the night.

My e-mail address is:  jamesjan@shu.edu
Last updated on 10/25/2005