2013+Final+Common+Core+Project

2013 Final Common Core Aligned Project

Please post your presentation links and materials in the table below:

media type="custom" key="22722324" || Magic School Bus Kit - "Going Green " - Ralphie's Experiment #2 Videos- Midway Islands - [|www.vimeo.com/25563376] and clip of The Great Pacific Garbage Patch from Good Morning America and Brainpop - Reduce, Reuse, Recycle || their own flying machine. || media type="custom" key="22724408" || Magic School bus flight kit Brainpop http://feeley-class.wikispaces.com/Taking+Flight+Project || media type="custom" key="22728610" || Flight "Magic school bus " Brainpop Flight Video, Amelia Earhart IMovie Flip camera Live scribe ||
 * **Your Name** || **Your School DBN** || **Brief description of your project -**
 * include topic/unit and Performance Task** || **Embed Videos and/or Pencasts** || **Your Project Links** ||
 * Joseph Giovanniello || 25Q219 || The students watched videos about the problems caused by not recycling plastic. They also created pencasts about recycling. The performance task was to make a guidebook that offered alternatives to plastic and stressed the importance of recycling. || media type="custom" key="22724406"
 * Dawn McMillin-Feeley || 25Q219 || Flight Performance Task is for students to create
 * Yolanda Williams || 08X138 || When Objects take flight oh what a sight || media type="custom" key="22728468"
 * Cindie Chi || 08X138 || My 3rd grade students read and explored the various ways of how we can "Go Green." Then they created pencasts and wrote a Kid's Guide on how they can "Go Green." || See project link. || Going Green Project ||
 * Nicole Savoca || 08X069 || Essential Q: How can we use recycled materials (i.e., newspaper) to enhance our school environment?

Fourth graders at PS 69 Journey Prep strongly believe in the idea of conservation. Using the "Magic School Bus Going Green" kit, along with conservation articles from [] and other informational texts (i.e., Readworks), their awareness grew. With a compost bin and recycling bin in the classroom, along with the Funding Factory Program throughout all three school buildings, we plan to help others keep the Earth green!

Science Scope & Sequence: - Describe the physical changes of materials (PS 3.2c) - Examine and describe the transformation of matter from one state to another (PS 3.2 a,b) - Classify populations of organisms as producers, consumers, or decomposers by the role they serve in an ecosystem (LE 6.1 a-d) - Describe how the health, growth and development of organisms are affected by environmental conditions, such as availability of food, water, air, space, shelter, heat, and sunlight (LE 5.2g) - Describe the way that humans: depend on their natural and constructed environment and changed over time (LE 7.1 a,b) - Identify examples where human activity LE 7.1b,c has had a beneficial or harmful effect on other organisms.

Additional Resources used: Materials used:

- iMovie on the iPad - Videoscribe app - iStopMotion app - iMotion HD app || media type="custom" key="22727222" || Class website || Arkive Putting Together Your PSA Note Taking Skills || Brainpop www.biologyjunction.com gemsclub.org bxfunscience.wikispaces.com Daisy and Justin's Collaborative CSI Presentation ||
 * Samantha Reed || 08X069 || First grade general and special education students explored environmental issues sparked by a noticing of increased litter within the community. Students completed experiences and activities from the "Going Green Magic School Bus Kit". The final performance task was to design a way to increase school and community awareness of the ways to help the Earth. Students decided that creating posters and writing persuasive letters would be the most effective way, and small groups worked on visual arts products as well as an interactive bulletin board to share with the school. They also wanted to emulate the "big kids" by recycling using the Funding Factory program and went to speak to other classes about how to get involved. They are in charge of the compost bin for our building. They then helped me compile a video of our work to share with you. || media type="custom" key="22726814" ||  ||
 * Sophia Moya || 01M019 || Second grade class working within their force and motion unit. These activities were done over a period of days and ended in the culminating activity, which is featured on the wiki. ||  ||  Balancing Act ||
 * Justin Czarka || 08X048 || Third and Fifth Grade English Languages Learners (ELLs) investigated issues affecting the environment through The Magic School Bus 'Going Green' kit. The final performance task is to create an Environmental Preservation Public Service Announcement (PSA) based on an endangered species. || media type="custom" key="22724410" || Daisy and Justin's Collaborative CSI Presentation
 * Daisy Connolly || 08X048 || The performance task is for the students to extract DNA from strawberries and cheeks. || media type="custom" key="22697436"media type="custom" key="22709396" || Boi-Rad DNA Extraction Module of Genes in a Bottlr Kit
 * Jessica Kutch || 24Q239 || **Earthquake Experiment **

Does the architectural design of a structure determine the amount of damage sustained during an earthquake?


 * Performance Task **

Create a structure out of predetermined materials (household, craft etc., no glue or tape) and test out their structure using a shake table.

Password for the

Earthquake Update:


 * earthquake**

This is due to my students being in sight during the "earthquake". || media type="custom" key="22719538" media type="custom" key="22724808" || Password for the Earthquake Update:
 * earthquake**

This is due to my students being in sight during the "earthquake". ||