Where in the world is Lauri Schwenke?

 

Depending on the hour of the day, I can be found either in my 3rd grade classroom or in hot pursuit of a quick and curious 2-year-old.  My 22 years in education have included Learning Support, 4th grade, Special Education Supervision, and for the first time this year, 3rd grade.  My hobbies used to include hiking, skiing (both down hill and cross country), reading, drama/stage, and wine.  Having started a family later in life, the only one that has survived to date is wine....and I pursue it with enthusiasm! 

 

Both my husband and I are from out of the area, but we're happy to be settled here.  We have one child, Maryn, who is the greatest delight of our lives.  And we're in the process of adopting a second child, which could happen at any time.  That leaves me with just enough time and energy to take a night class, so here I am......learn me somethin'!

 

 

Links to Various Websites:

 

www.enchantedlearning.com

www.edina.K12.mn.us

www.scholastic.com

www.learningplanet.com

 www.songsforteaching.com

www.raz-kids.com

www.unitedstreaming.com

www.explorelearning.com

www.puzzlemaker.com

www.BrainPOP.com

www.50states.com

 

 

Links to Various Assignments:

 

Power Point-

 http://www.youtube.com/watch?v=6WSuZbl9Zqs

 

 

Pod Cast- 

Our Podcast includes a Power Point program designed to introduce the various phases of the water cycle - precipitation, accumulation, evaporation, and condensation.  Slides clarify what happens at each stage. Emphasis is placed on the fact that the cycle is never ending.  The program concludes with a song related to the water cycle.  http://www.youtube.com/watch?v=6WSuZbl9Zqs

 

Websites Supporting Group Podcast Project:

www.natick.k12.ma.us/schools/johnson/watercycle/water.html

http://www.k12.hi.us/~shasincl/poems_prop_cycle_weather.html

http://www.proteacher.org/a/12048_Water_Cycle_Song.html

http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

http://www.kidzone.ws/water/

http://www_k12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.html

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/index.html

http://www.units.muohio.edu/dragonfly/water/experiment.shtml

 

 

LESSON PLANS-

 

Podcast - I'd never heard of Podcasting until our first class, and I still can't say that I'm totally comfortable with it, but it's a fascinating concept.  As it turns out, we have several available to us through the Intermediate Unit.  So my plan is to access the podcasts to determine what's available that matches my curriculum and students, and perhaps even piggy-back on the information given to locate additional resources.

 

Online Collaboration Tools - ACCESS!....to an infinite number of resources and ideas with the option to interact with that information and its providers.The format (like a Wiki) allows for very up to date information that's easily shared among teachers and students.  At the third grade level, it's not something I'd feel comfortable having them do for themselves, but I could direct them to specific sites to do some "guided exploration". 

 

Expert Systems - This kind of programming offers great opportunities to "work the data".  Just the process of sorting and categorizing information requires students to really know their material and stretches their understanding of a given subject.  Having that work come together in an online site is the ultimate reward for today's "digital natives".  I see this as a great way to study and compare information gathered in numerous Science and Social Studies units.

 

Virtual Technologies -

http://www.cargill.com/sf_bay/tour_11.htm

http://www.virtualorchard.net/

http://www.hersheys.com/discover/tour_video.asp

http://seds.lpl.arizona.edu/nineplanets/nineplanets/

http://www.spacewander.com/USA/english.html

http://science.ksc.nasa.gov/shuttle/missions/sts-90/vrtour/frame2.html

http://library.thinkquest.org/28327/main/cockpit.html#bottom

 

 

Digital Cameras and Mobile Technologies - We use a digital camera to take photos of school/classroom events which are then posted on our classroom website.  Sometimes when I travel, I take photos that I can use in class or even in Power Point presentations to share with my students things they would otherwise not get to see.

 

Web Quest - 

Exploring the Planets

A WebQuest for 3rd Grade (Science)

Designed by

Lauren Schwenke

lschwenke@athensasd.org

 

 

Introduction | Task | Process | Evaluation | Conclusion | Credits

 

Introduction

             The Earth is too crowded! Soon there will be no space left!  

What should we do?

Would it be possible to for us to live on another planet?

How would we need to adapt to survive on other planets?

 

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 The Task

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As a NASA agent, your task is to find another planet in our solar system that is suitable for human life. At this point, we are unaware if one planet is suitable or if none of the planets are suitable.  It is your job to find out!

You and your partner will choose 1 planet in our solar system to research.  In this research you will document important facts about the planet you've chosen to travel to.

Then, you and your partner will also decide what 5 qualifications a planet needs in order to inhabit life.  This step is very important because you will be thinking and discussing with your partner what aspects about Earth allow us and other life forms to live day by day. After developing 5 qualifications, you will then, with your partner, develop your perfect planet.

After you have researched information and develop 5 qualifications for a planet to inhabit life, you will then write a paper to the United States President indicating whether or not the planet you've chosen to research is suitable for human life.

 

 

The Process

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Step 1:

To begin your trip to another planet, you and your partner need to decide what planet you are interested in.  You may choose from: Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune.  You may not choose Earth because it is too crowded on Earth. Pluto is also not an option because it is our class example.     

After you have decided on the planet that you want to visit, you need to research your planet.  Use the worksheet below to prompt your research. These questions should help you decide what to pack for your trip to this planet.  Underneath each picture there are links to websites on that individual planet. Use each website to help your research.

Worksheet:

  Research Questions

*Print this Worksheet*

 

Step 2:

Next, you and your partner need to develop 5 highly important qualifications that are needed in order to have life on a planet.  Consider the different aspects about Earth that allow us to live day by day.  Discuss with your partner the important things that humans and other life forms need in order to live.  Then come up with a general list of 5 items.  Use the worksheet below to list, describe, and illustrate each item.

Life

                                                               *Print this Worksheet*td your partner should develop a visual, diagram, or a list that describes your ideas of a "perfect" planet other then Earth.

Step 3:

Considering the qualifications a planet needs to inhabit life, you, individually, should explain to the United States President whether or not the planet you choose is a planet where humans can live.  Make sure to answer these questions in your paper:

•     Why did you choose to research this planet?
•     Is this planet suitable for human life?
  • if so, why
  • if not, why not?
•     What other planets do you think could serve as a place for human life?  (Your predictions will be answered when your classmates present their planets in class)

 

Then you and your partner will present the information you found on your planet, your visuals, and whether or not you think it is a planet that humans can live on.

 

Evaluation

 

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	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.

Conclusion

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Congratulations! You have completed all of your activities! Now you have knowledge of facts about the planets in our solar system.  I hope that you enjoyed your short trip into outer space! 

 

 

 Credits & References

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Graphics:

Kelly Boyer, Millersville University

http://www.wtv-zone.com/jerrh2/bars/barslines.html

 

http://www.animationattic.com/arrows1.htm

Information On Planets:

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/planets.html

http://www.kidsastronomy.com/solar_system.htm

http://www.windows.ucar.edu/windows.html

Permissions

We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial • Share-Alike license for details.

 

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