Gale Schools - Lesson Plans - Secondary - Science

Positive Futures Fair

Title: Positive Futures Fair – Application of Year-Long Content Skills

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students use knowledge of proper scientific investigation and reporting skills to create a positive futures campaign.

Focus Question: What can members of my school and community do to make a positive difference in the world?

Databases(s): World History Resource Center, Science Resource Center, Gale Virtual Reference Library, General Reference Center, Student Resource Center

Procedures:

Steps/Activities by teacher:

This project is intended to be used as an assessment piece once scientific method skills have been established.
Lead the class through a reminder example of how to evaluate a known problem by using the scientific method.
Review general graphing skills.
Introduce directions for the Positive Futures Fair with your students (attached).
Coordinate directions and time formats with other teachers if doing as an integrated project.
Divide students up into groups of three or four.
Have the groups brainstorm at least three potential research topics for this project based on their interests.
Allow students time to access Gale databases, PowerPoint, Excel and word -processing programs for their project research and presentation.

Steps/Activities by student(s):

Brainstorm topic ideas for the project based on your interests.
With your group members, divide up the tasks for the project and begin to conduct your background research for the problem you have selected.
Construct three PR (public relation) devices for two different target audiences that would be most greatly impacted by your campaign.
Construct, distribute, tabulate and display the results of a questionnaire your group develops, distributes and evaluates for your research.
Create a display board for the Positive Futures Fair to present your research project. Be sure that the display board contains all pertinent information from your research and is creative and shows good display technique.
Participate on the Positive Futures Fair by interacting with visitors through persuasive techniques and distribution of items that stress the importance of taking a particular action to help the problem your group has investigated.
Collect and compile all individual research collected during your investigation.

Outcome: Students will apply knowledge about the process of scientific inquiry and presentation of scientific data in order to create a positive future public relations campaign.

Related Activities: This activity is easily integrated with all other subject areas as presented in the project directions. It lends itself to possible expansion through the implementation of the campaign to different levels.

Standard Date: December 1994

Content Standard(s): NS.9-12.1(A) Abilities necessary to do scientific inquiry; Understandings about scientific inquiry; NS.9-12.6(F) Science and technology in local, national and global challenges; NS.9-12.7(G) Nature of scientific knowledge

Learning Expectation: Students will apply knowledge about the process of scientific inquiry and presentation of scientific data to create a positive future public relations campaign.

Performance Indicators:

At Level 1, the student is able to:
- Write out the steps of the scientific method and recognize different graphing techniques in data presentation.
At Level 2, the student is able to:
- Apply all the steps in the scientific method to a basic inquiry problem.
At Level 3, the student is able to:
- Design a research project that is scientifically sound in all parts and that is targeted at creating a positive future.

Computer Literacy and Usage Standards 9-12:

The student will demonstrate proficiency in the care and use of computer-based technology.
The student will analyze the social impact and explore the ethical issues of technology use.
The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications.
The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

A1 Identify questions and concepts that guide scientific investigations; Design and conduct a scientific investigation; Use technology and mathematics to improve investigations and communications; Formulate and revise scientific explanations and models using logic and evidence; Recognize and analyze alternative explanations and models; Communicate and defend a scientific argument
A2 Scientists usually inquire about how physical, living or designed systems functions; Scientists conduct investigations for a wide variety of reasons; Scientists rely on technology to enhance the gathering and manipulation of data; Mathematics is essential to scientific inquiry; Scientific explanations must adhere to criteria such as proposed explanation must be logically consistent; it must abide by the rule of evidence; it must be open to questions and possible modification and it must be based on historical and current scientific knowledge; Rules of scientific inquiry emerge from different types of investigations and public communication among scientists
E1 Identify a problem or design an opportunity; implement a proposed design; evaluate the solution and its consequences; communicate the problem, process and solution
E2 Scientists in different disciplines ask different questions, use different methods of investigation and accept different types of evidence to support their explanations; Creativity, imagination and a good knowledge base are all required in the work of science and engineering

Information Power; Information Literacy Standards:

Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who s information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.