Working on my 1st design lesson using this Scientific Method site

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Dwellings Around the Globe

In this activity students will explore dwellings across the globe. They will conduct collaborative research on cliff dwellings, igloos, longhouses, and yurts.

›› Full lesson

	Coast-to-Coast B...
	60-30-10
	Turn Off the Tub...
	Tour + Workshop ...
	Tour + Workshop ...

›› Kids Rock

›› Design for the other 90%

›› working on design lesson/

›› Delease Nevels

›› CHAD Design Workshop for

Working on my 1st design lesson using this Scientific Method site

7/30/2007 12:51:03 PM Posted By Cecile Jenevein This site on the Scientific Method, (https://biology.clc.uc.edu/courses/bio104/sci_meth.htm) I just researched, is interesting and is a good way to incorporate technology, student interaction, social studies and science (the scientific method concept.) I believe it is an excellent introduction to the scientific method. I will use this in one of my design lessons that I will be submitting when I am finished developing it, but I thought someone could use it now so I wanted to include it in my conversational dialog. I also have discussed this site with a colleague (Debbie Babin-Social Studies teacher) and we are going to teach the corresponding science/social studies aspect at the same time so students can see the relevance between the two courses. It had been discussed at one of our sessions at the Cooper-Hewitt workshop, that students saw more relevance and seemed to understand more if they were receiving the parallel information in several different classes. I hope someone will be able to use this site.
7/31/2007 7:48:39 PM Posted By Marie Tom I can't wait to see what you come up with Cecile. I hope I can join in.
8/1/2007 10:23:25 AM Posted By Barbara Nikoomanesh Cecile, this is a wonderful website. The connections between science and the Visual Arts are obvious. Observation is extremely important in the Visual Arts as well as science. We try to stress that students need to be more observant of the world around them. One exercise I do with students, it to have them bring in a household object that they would recognize immediately (a tool or kitchen utensil). I put the object out of sight and have them draw the object from memory. I then return the object to them, and have them draw it again while observing the object. They are amazed at the detail they left out of the first drawing. I then take the object away and have them draw it one more time from memory, to show them how the observation helped them remember detail. We then compare the three drawings and talk about the importance of observation.
8/1/2007 2:58:04 PM Posted By Carolyn Drake A slight tangent, perhaps, but a useful reference: see the photography of Berenice Abbott. She is best known for cataloging New York architecture during the 1930s, but during the 1930s and 1940s a large part of her work also focused on capturing scientific phenomena in still images. The resulting body of photograhs is really startling for its beauty and clarity. Abbott's work is an excellent example of the potential power of intense observation (so key in the sciences and in the arts), and she is as well a notable early female figure in both fields. Inexpensive, large scale posters of her work are available and provoke the same interest among students as that of other favorite artists of the high school set, such as Dali or Escher.
8/1/2007 7:12:45 PM Posted By Jill Granberry My comment is a tangent, too, but now I am beginning to wonder if the idea that I have for my first lesson plan is good enough. Does anyone know if any design sites that use English/Language Arts or Literature as a primary focus? I know that a lot of people assume that it's easy to come up with something for English, but I obviously want to do something that has value for my students. I don't want to design a lesson just for the sake of using design. I think I just need a jumping-off point. If anyone can help, I would appreciate it.
8/2/2007 3:37:50 AM Posted By Carolyn Drake Jill, I am going to start a new conversation based off of your search for ways to incorporate design into Language Arts. I think it might get lost in here and it merits a broad audience. Hope it helps -- Carolyn
8/2/2007 2:50:48 PM Posted By Andrea Lofthouse Barbara, I love your household tools and observations lesson. Right now, I am grappling with a lesson on representation and the scientific process. I want my students to be able to compare different types of diagrams. Also, I'd like them to understand how new research informs and changes "the facts" of biology. For example: how does new research affect the cross-sections, explanations of microspocic views, models of bio/chemical reactions... we see in textbooks and other media So, this is my idea: the objective is to use new scientific knowledge to create an updated diagram of a biological phenomena. 1st: provide background on the concept (using current theories) 2nd:give groups of students out-dated models/diagrams of the concept 3rd: have students create their own interpretation or model of the concept and then discuss the process of creating their models and the changing nature of scientific knowledge
8/8/2007 10:32:06 AM Posted By Barbara Nikoomanesh Andrea, It sounds like you have a great idea. I am anxious to see your lesson plan written out and find out how it worked for you. I know the students will be creative and enjoy designing their own model.
8/12/2007 10:58:46 AM Posted By Cecile Jenevein Thank you Barbara for your input and constructive comments about the Scientific Method web site I discovered during my Internet research. I will definitely use the observation teaching strategy you talked about to help my students become a better observer – not only in science, but in their every day world experiences. This activity will positively fit this science concept and incorporate design too. I also in the past have used an observation tactic where I have a few students come into class dressed in various outfits, doing a short 2-3 minute skit and then leave. (The students in class have no idea this is going to happen.) Then I have the students become detectives and discuss what they saw the students wearing, and how the students in the skit were acting in order to determine what actually was going on. Next, the students make analogies between the accuracy of their observations from the skit and the accuracy of eyewitnesses in crimes situations.
8/12/2007 11:17:35 AM Posted By Cecile Jenevein This sounds just what I was looking for Jill!!! Thanks - Berenice Abbott's work is perfect for bringing my New York experiences (design and art) to the classroom this fall. When I talk about my New York experiences this creates an ideal "bridge connection" between art design and observation skills in the science classroom experience. I am also thinking about developing a new bubble map, web map or cycle chart using a design drawing representing bridges connecting the areas of New York.
8/14/2007 6:43:44 AM Posted By Barbara Nikoomanesh Hi Cecile. You have some great ideas. I can’t wait to see the lesson you come up with for the bridge idea. I also really like your idea of the skit in different costumes. Anything you can do to help reinforce the importance of observation is great.
8/20/2007 7:21:57 PM Posted By kathleen aacosta Cecile great idea as usual. Tell us how it turns out!!!!
8/21/2007 3:02:08 PM Posted By Marie Tom My head is spinning with all of these great ideas and how you all are implimenting them into your classrooms. I am definately anxious to see your lesson plans and how you are going to do them. I intend to break your lesson plan down, Barbara, and use it as an opener for my language delayed students this year. I may take it a step further (step 4) and ask them to build a Never Before Seen object representing the object they brought in. Anything that stimulates interesting and imaginative language helps to draw them to speech which is always one of my biggest obsticales at the beginning of school, not to mention the value of comparing and contrasting, observation, and being able to verbalize these differences.

7/30/2007 12:51:03 PM

Posted By Cecile Jenevein

This site on the Scientific Method, (https://biology.clc.uc.edu/courses/bio104/sci_meth.htm) I just researched, is interesting and is a good way to incorporate technology, student interaction, social studies and science (the scientific method concept.) I believe it is an excellent introduction to the scientific method. I will use this in one of my design lessons that I will be submitting when I am finished developing it, but I thought someone could use it now so I wanted to include it in my conversational dialog. I also have discussed this site with a colleague (Debbie Babin-Social Studies teacher) and we are going to teach the corresponding science/social studies aspect at the same time so students can see the relevance between the two courses. It had been discussed at one of our sessions at the Cooper-Hewitt workshop, that students saw more relevance and seemed to understand more if they were receiving the parallel information in several different classes. I hope someone will be able to use this site.

7/31/2007 7:48:39 PM

Posted By Marie Tom

I can't wait to see what you come up with Cecile. I hope I can join in.

8/1/2007 10:23:25 AM

Posted By Barbara Nikoomanesh

Cecile, this is a wonderful website. The connections between science and the Visual Arts are obvious. Observation is extremely important in the Visual Arts as well as science. We try to stress that students need to be more observant of the world around them. One exercise I do with students, it to have them bring in a household object that they would recognize immediately (a tool or kitchen utensil). I put the object out of sight and have them draw the object from memory. I then return the object to them, and have them draw it again while observing the object. They are amazed at the detail they left out of the first drawing. I then take the object away and have them draw it one more time from memory, to show them how the observation helped them remember detail. We then compare the three drawings and talk about the importance of observation.

8/1/2007 2:58:04 PM

Posted By Carolyn Drake

A slight tangent, perhaps, but a useful reference: see the photography of Berenice Abbott. She is best known for cataloging New York architecture during the 1930s, but during the 1930s and 1940s a large part of her work also focused on capturing scientific phenomena in still images. The resulting body of photograhs is really startling for its beauty and clarity. Abbott's work is an excellent example of the potential power of intense observation (so key in the sciences and in the arts), and she is as well a notable early female figure in both fields. Inexpensive, large scale posters of her work are available and provoke the same interest among students as that of other favorite artists of the high school set, such as Dali or Escher.

8/1/2007 7:12:45 PM

Posted By Jill Granberry

My comment is a tangent, too, but now I am beginning to wonder if the idea that I have for my first lesson plan is good enough. Does anyone know if any design sites that use English/Language Arts or Literature as a primary focus? I know that a lot of people assume that it's easy to come up with something for English, but I obviously want to do something that has value for my students. I don't want to design a lesson just for the sake of using design. I think I just need a jumping-off point. If anyone can help, I would appreciate it.

8/2/2007 3:37:50 AM

Posted By Carolyn Drake

Jill, I am going to start a new conversation based off of your search for ways to incorporate design into Language Arts. I think it might get lost in here and it merits a broad audience. Hope it helps -- Carolyn

8/2/2007 2:50:48 PM

Posted By Andrea Lofthouse

Barbara, I love your household tools and observations lesson. Right now, I am grappling with a lesson on representation and the scientific process. I want my students to be able to compare different types of diagrams. Also, I'd like them to understand how new research informs and changes "the facts" of biology. For example: how does new research affect the cross-sections, explanations of microspocic views, models of bio/chemical reactions... we see in textbooks and other media So, this is my idea: the objective is to use new scientific knowledge to create an updated diagram of a biological phenomena. 1st: provide background on the concept (using current theories) 2nd:give groups of students out-dated models/diagrams of the concept 3rd: have students create their own interpretation or model of the concept and then discuss the process of creating their models and the changing nature of scientific knowledge

8/8/2007 10:32:06 AM

Posted By Barbara Nikoomanesh

Andrea, It sounds like you have a great idea. I am anxious to see your lesson plan written out and find out how it worked for you. I know the students will be creative and enjoy designing their own model.

8/12/2007 10:58:46 AM

Posted By Cecile Jenevein

Thank you Barbara for your input and constructive comments about the Scientific Method web site I discovered during my Internet research. I will definitely use the observation teaching strategy you talked about to help my students become a better observer – not only in science, but in their every day world experiences. This activity will positively fit this science concept and incorporate design too. I also in the past have used an observation tactic where I have a few students come into class dressed in various outfits, doing a short 2-3 minute skit and then leave. (The students in class have no idea this is going to happen.) Then I have the students become detectives and discuss what they saw the students wearing, and how the students in the skit were acting in order to determine what actually was going on. Next, the students make analogies between the accuracy of their observations from the skit and the accuracy of eyewitnesses in crimes situations.

8/12/2007 11:17:35 AM

Posted By Cecile Jenevein

This sounds just what I was looking for Jill!!! Thanks - Berenice Abbott's work is perfect for bringing my New York experiences (design and art) to the classroom this fall. When I talk about my New York experiences this creates an ideal "bridge connection" between art design and observation skills in the science classroom experience. I am also thinking about developing a new bubble map, web map or cycle chart using a design drawing representing bridges connecting the areas of New York.

8/14/2007 6:43:44 AM

Posted By Barbara Nikoomanesh

Hi Cecile. You have some great ideas. I can’t wait to see the lesson you come up with for the bridge idea. I also really like your idea of the skit in different costumes. Anything you can do to help reinforce the importance of observation is great.

8/20/2007 7:21:57 PM

Posted By kathleen aacosta

Cecile great idea as usual. Tell us how it turns out!!!!

8/21/2007 3:02:08 PM

Posted By Marie Tom

My head is spinning with all of these great ideas and how you all are implimenting them into your classrooms. I am definately anxious to see your lesson plans and how you are going to do them. I intend to break your lesson plan down, Barbara, and use it as an opener for my language delayed students this year. I may take it a step further (step 4) and ask them to build a Never Before Seen object representing the object they brought in. Anything that stimulates interesting and imaginative language helps to draw them to speech which is always one of my biggest obsticales at the beginning of school, not to mention the value of comparing and contrasting, observation, and being able to verbalize these differences.

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