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Is Our Rain Acid Rain? (Grades 3-6)
Teachers reported that students gained a greater appreciation of what it means to be a scientist and a better understanding of their environment and the impact humans can have on it. Students were able to conduct research, organize and analyze data, and communicate their results in writing.
Teachers wrote that they gained a better understanding of the global nature of the acid rain problem. Teachers also indicated increased ability to present the importance of writing as part of the scientific process.
“Students came up with clever designs and descriptions of their rain gauges. They were able to adapt them and think of improvements as they went along.” (Grade 5 Teacher)
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What’s The Weather? (Grades 3-6)
Teachers reported that students gained a better understanding of what weather is, what causes it, and how it affects our lives. Students made careful and detailed observations about the sky and wind, stated evidence-based predictions, made and recorded measurements, analyzed data, and reported findings.
Teachers wrote that they gained knowledge about the subject of weather, increased skill in using the web as a teaching tool, improved online research skills, and learned new frameworks for presenting required concepts.
“By making the weather instruments and setting up the weather station, students learned to gather and use data on a daily basis and to experience the true nature of science.” (Grade 4 Teacher)
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How Much Solar Energy Can We Collect? (Grades 3-6)
Teachers reported that students grasped first-hand a sense of the overall heat and power of the Sun, how solar energy is used, and what factors affect the availability of solar energy. Students gained a better knowledge of scientific procedure and practiced scientific inquiry. They learned how to change variables, collect data, create forms, analyze data, follow procedures, and experience experiments as learning opportunities even if they do not go as planned.
Teachers wrote that they gained a better understanding of the applications of solar energy. The web site helped them use the online features and integrate it into the classroom.
“On a bright, snowy day, I heard one student turn to another and comment, ‘It’s probably so bright outside today because the snow is reflecting so much solar energy.’” (Grade 4 Teacher)
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Is Our Tap Water Just Water? (Grades 3-6)
Teachers reported students learned that what affects the water they drink can also affect them. The unit prepared students for writing in a content area which they need for state assessments.
Teachers wrote that they gained a greater understanding of the process of science and improved their ability to incorporate technology into an organized plan for teaching.
“The best part of the unit was watching my students become so engrossed in the content. They kept challenging one another with questions like: Where does it come from? What is the source? What is the cycle?” (Grade 5 Teacher)
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Do We Throw Too Much Away? (Grades 3-6)
Teachers reported that students gained knowledge of the trash problem and that led to attempts to solve it. Students learned which individual actions add to the problem and which are part of the solution. Their earth-friendly inclinations became better informed.
Teachers wrote that they increased their familiarity with the topic of waste management and their experience with strategies that integrate web sites into teaching in general.
“At the beginning of the unit, my students started out wondering why we should be studying about trash. They ended up wondering why more of an effort is not being made to make the world aware of the trash problem.” (Grade 5 Teacher)
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Is The Sound Too Loud? (Grades 3-6)
Teachers reported that students mastered basic concepts of sound such as what decibels are and how the ear works. While finding out how loud sounds damage their ears and how to protect their hearing, students predicted outcomes and communicated ideas, orally and in writing, using correct terminology to elaborate explanations. The range of web links allowed students to probe ideas in greater depth which reinforced and deepened understanding of the concepts they constructed from the hands-on inquiries.
Teachers wrote that they made better use of the web as a teaching tool, and increased their own knowledge of how the ear works. They cited an improved knowledge of their local environment as a ‘soundscape’.
“Students requested their position papers about the decibel level of school bells be presented to the principal for consideration. Students insisted on analyzing sound-levels of music at a school dance, crowds at sports events, fire alarms, and ambulances. They felt they were authentic scientists!” (Grade 8 Teacher)
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How Should We Use Our Soil? (Grades 3-6)
Teachers reported that students gained in their understanding that soil is an important natural resource. After students collected, recorded, and analyzed data about their local soil, they learned to make evidence-based predictions and explain phenomena. By sharing data with students in distant places, students compared their own soil sample with many other types of soil, and developed an in-depth understanding of significant scientific ideas and issues.
Teachers wrote that, like their students, they knew little about the soil beneath their feet before the unit activities, and that they learned along with their students.
“Students just loved the procedure to measure the actual amount of organic matter in our local soil. In fact, it got us started getting soil samples from other parts of town and comparing them to ours: sand from the rivers, a local cypress swamp, and several backyards.” (Grade 5 Teacher).
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Are Polar Regions Getting Warmer? (Grades 3-6)
Teachers reported that students gained knowledge of the research process and how to use relevant and timely information on the web. Teachers commented that the unit helped students become aware of and sensitive to different points of view about the needs of the planet.
Teachers wrote that they learned strategies for teaching students to take charge of their learning and ended up needing less preparation time. They also reported that they increased their own knowledge about the unique environment at the Poles.
“We teach in an inclusion setting. Those students with education plans did a remarkable job with their writing that showed they clearly had understood and mastered the major ideas.” (Grade 5 Teacher)
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Are We Getting The Oxygen We Need? (Grades 3-6)
Teachers reported that students gained in-depth understanding of the heart-lung system. The experiments and the integration of reading and writing helped to develop and reinforce students’ understanding of the science content.
Teachers wrote that they gained new perspectives about teaching science and discovering new ways to integrate writing. They also cited having an improved knowledge of the structure and function of the human heart.
“When a student reported on how smoking affects the heart and lungs, he said that carbon monoxide follows the same path as oxygen. I asked him to explain what this meant. He described the path of oxygen through the body using scientific vocabulary. Then he smiled and said, ‘Wow, I can’t believe I know all that!’” (Grade 6 Teacher)
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Is Our Surface Water In Danger? (Grades 3-6)
Teachers reported that students gained an understanding of the degree to which pH, turbidity, coliform content, and other factors can contribute to water being in danger. Water testing activities made a great impact. The variety of readings added to their knowledge and prompted many students to search on the web for additional information.
Teachers wrote the local area and community resources helped make science relevant to students and that they learned new approaches for combining web use with lab work inside and outside the classroom.
“This experience was absolutely on target for my seventh grade students. The opportunity to go into the field, collect data, bring it back to the classroom for discussion, and see the unit become a meaningful project produced a sense of class pride.” (Grade 7 Teacher)
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