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Peter Olm

Edheads - Simple Machines Activities - Lever - Pulley - Wedge - Screw - Inclined Plane ... - 0 views

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    Interactive site on simple and compound machines (It lists "gears" as a simple machine, which is the only place where I have seen this, as everywhere else just has the traditional 6 simple machines. Likewise, some of the examples of various machines are a bit tenuous, but it is a fun site, nonetheless)
carmela guglielmino

YouTube - Dr. Skateboard's Action Science - Simple Machines - 0 views

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    Will be using this tomorrow with my class for simple machines
Andrew Williamson

Tony-b Machine 3 - 0 views

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    Online doof doof making music machine/generator. It works make sure your students are using head phones. Looks like you can record on the fly could be useful for a pre garageband lesson.
Peter Olm

Simple Machines (Text) - 0 views

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    Some texty info about simple machines - provides some good written definitions (with some other links)
Peter Olm

Simple Machines (List of websites) - 0 views

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    List of websites that might be useful for learning about simple machines
Peter Olm

Simple Machines (Part 3) - 0 views

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    GREAT series of interactive websites on simple machines (goes into some technical detail too)
Peter Olm

Simple Machines (Part 2) - 0 views

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    GREAT series of interactive websites on simple machines (goes into some technical detail too)
Andrew Williamson

sm1 - 1 views

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    GREAT series of interactive websites on simple machines (goes into some technical detail too)
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    Great flash animated eg of simple machines
Peter Olm

Simple Machines (Again!) - 0 views

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    Some basic info and interactive activities about simple machines
carmela guglielmino

YouTube - MythBusters Rube Goldberg Machine : www.HumorKick.com - 2 views

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    Awesome video which the kids will love and so will Dave!
Peter Olm

Simple & Complex Machines - 1 views

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    Some interactive activities and info
Andrew Williamson

The Official ImgBurn Website - 0 views

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    great free DVD burning software for Windows machines
kynan robinson

What Is Integrated Curriculum? - 0 views

  • Can making wind and rain machines improve the reading comprehension and writing scores of elementary students on the Florida Comprehensive Assessment Test? Do students really learn math by learning to clog dance? When students spend after-school time participating in a microsociety that reflects the roles of real life, will their test scores in math and reading improve?
  • Lee's students have shown more than 100 percent gains in comprehension and writing on the FCAT.
    • kynan robinson
       
      Its sad that we even have to ask these questions, what about increased levels of creative thought, or deeper understanding of social interactions etc etc etc
  • ...28 more annotations...
  • Lee claims that when she teaches science concepts she also teaches students to think and write in the structured, coherent ways required on standardized tests
  • What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based?
  • we defined three approaches to integration—multidisciplinary, interdisciplinary, and transdisciplinary
  • Multidisciplinary approaches focus primarily on the disciplines.
  • When teachers integrate the subdisciplines within a subject area, they are using an intradisciplinary approach
  • Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world.
  • In this approach to integration, teachers organize the curriculum around common learnings across disciplines. T
  • ey chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.
  • They are learning the interdisciplinary skill of communication (thinking and writing in a structured and coherent way).
  • In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns (see Figure 1.3). Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum
  • Project-Based Learning. In project-based learning, students tackle a local problem. Some schools call this problem-based learning or place-based learning. According to Chard (1998), planning project-based curriculum involves three steps:
  • Teachers and students select a topic of study based on student interests, curriculum standards, and local resources. The teacher finds out what the students already know and helps them generate questions to explore. The teacher also provides resources for students and opportunities to work in the field. Students share their work with others in a culminating activity. Students display the results of their exploration and review and evaluate the project.
  • Negotiating the Curriculum. In this version of the transdisciplinary approach, student questions form the basis for curriculum.
  • Studies of project-based programs show that students go far beyond the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism
  • The boundaries of the disciplines seemed to dissolve abruptly.
  • The essential difference between the three approaches was the perceived degree of separation that existed between subject areas. Given our experiences at the time, both of us believed that the three approaches fit on an evolutionary continuum.
    • kynan robinson
       
      all education is evolutionary which is why we need to keep studying, reading investigating asking questions
  • suggests that even intradisciplinary projects should include math and literature/media to be rich and vibrant
  • backward design process.
  • We believe that educators will continue to experience deepening connections as they become more experienced in this area.
  • Real-life context Student questions
  • Coplanner Colearner Generalist/specialist
  • Disciplines identified if desired, but real-life context emphasized
  • All knowledge interconnected and interdependent Many right answers Knowledge considered to be indeterminate and ambiguous
  • Student questions and concerns Real-world context
  • Interdisciplinary skills/concepts stressed
  • shift
  • Interdisciplinary skills and disciplinary skills applied in a real-life context
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    great overview of different approaches to integrated  Curriculum
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