Norm+Conklin's+Lessons

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 * Unit 1 Microclimates Stand E4**

Norm,

The lesson looks great! It sounds pretty interesting, and I think that the students would really like analyzing their own local environments. There is one suggestion that I have that you may like (or you might think that it is crazy). Could you somehow, after the students have made their predictions about the local climates, take the students outside to the actual structures and take temperatures and windspeeds to see how their predictions play out in real life? I know that you would need some really precise instruments and a lot more time, but I just think that it would put the icing on this great cake of a lesson.

Great job, Tyler

Oh! I thought that was clear in the lesson. That is certainly what we do after we generate our hypotheses. Norm

Norm,

I thought this was a well thought out lesson that should be successful. In no way am I a "master teacher" but if I had a few questions from your lesson they would be as follows: Is all computer time spent at school? Are they allowed to continue working on it at home? Is it mandatory? Is there only an assessment done at the end of the project? If not, what is done during or at another time? Is the majority of this project done using a computer? Again, in no way am I critiquing but these were questions I had after looking it over, some of which you may have already answered above. Thanks, Kevin

Good questions.The assessments that I will have will come from the finalization of the project in unit 3. We are going to have digital presentations in which the student discuss their findings. They will be evaluated on the specificity and logic regarding their hypothesis as well as the conclusions they have drawn from their data. Did students make reasonable assumptions? The resonable assumptions that they make will be better or worse depending on how well they understood the content regarding the variables that affect climate. I always encourage students to work on these things at home but I certainly prepare for them not to in that I will reserve the computer labs for doing most of the data work. I would say that about two thirds of this project are done using a computer and other digital media. The other third is the actual experiement itself. Norm Norm, this is a great continuation of the last lesson you put together. It takes the student learning to another level. Not only do they have to determine the factors that change their own micro-environment, they have to apply what they know to other people's environments. Then, they have to do an analysis of other peoples' analysis. I give it a high grade all around. Great job! Tyler

Norm, I agree with Tyler about this being a nice extension to your previous lesson. As you are not the history buff, in now way feasible am I a "science guy." God bless those that are interested in science because I am affected by it A LOT. I also enjoyed the assessment angle that was taken regarding the analysis of one another. Great to hear from people other than the teacher and sometimes students are more receptive when it is from a peer. Kevin.

Norm, this sounds like a great idea. A Digital Lab report is something that I believe all of your students would like. It also sounds like you are being pretty aggresive with this Green Screen Idea. Your students can get very creative with this. I hope that you can really integrate these great lessons into your teaching! Good luck with everything! (Professor Kirk, I have to use my late credits for these last postings! Thanks!) Tyler

Norm, I agree with Tyler that this digital lab in your lesson will be beneficial for your students. Hopefully, you will find more success with generating creativity than I have found in recent days with my students. It always seems to be around breaks that my students are the most difficult to get to interact and fully engage themselves. Have a good break!!!!! Kevin.