Schenectady City
  School District

108 Education Drive
Schenectady, NY  12303
518.370.8100

 

   Liberty Science Center         Jan. 2002
Real Human Lungs, Hudson River Estuary Environment & Other Hands-On Exhibit and Experiences
Grade 5

The fifth grade Science curriculum has a unit on the human body.  Students presently have a basic knowledge of the job the lungs perform.  Seeing an exhibit on the human lungs will enrich the students' understanding of this organ.  The fourth grade Social Studies curriculum has a unit on local history and the Fifth grade Science curriculum has an Earth Day component.  The depiction of the Hudson River estuary environment should broaden students' knowledge of their city's river estuary and deepen their environmental awareness.

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This integration plan was used by  K - 5   Teachers at Albany School #16 in the Albany City School District.

New York State Standards
Math Science and Technology Standards 1, 2
English Language Arts 1, 3, 4

Procedure
This video conference will allow students to ask questions of the scientists working in the field (MST #1)
Students will be accessing information and transferring information via a follow-up project (MST #2)
Students will be listening and speaking to the field trip coordinator.  They will be collecting facts and transmitting them via a follow-up project (ELA #1)  Students will analyze the video conference experience and present their experience via a follow-up project.  (ELA #3)  Students will present their thoughts and opinions of the field trip to others via follow up project (ELA #4).

The follow-up project is detailed in the Assessment part of this document.  Students will write a newspaper article, some will be interviewed for a school newspaper article, ad some will participate in a video describing the videoconference.

Instructional Environmental Modifications
For the follow-up project, students will be tamed up; students with stronger abilities will be paired with students with weaker abilities.

Time Required
Planning:  3 Hours
Implementation:  3 Days 45 Minutes each day to introduce and reintroduce subject matter before the video conference.  The videoconference itself - 30 minutes.
Assessment:  3 Days, 45 Minutes each day for students to work on follow-up project.

Logistical Planning
2 Hours

Resources Needed
Student Resources:  Materials from Content Provider, 5th Grade Science unit on the human body and Earth Day.

Assessment Plan
Each student team will write a newspaper article about the videoconference.  Each team will be graded by the teacher and by their classmates using the following rubric:

4 Exceptional - thorough documentation of the video conference experience
3 Very Good - good documentation of the video conference experience
2 Not enough details
1 Not enough information

The team with the highest score will then be interviewed by reporters from the school newspaper.  A report of the videoconference will then appear in the school newspaper.

A group of 15 students (selected on the basis of their score on the rubric) will then present a report on the video conference for a school video that is being made.  This video will contain highlights of the 2001-2002 school year and will be presented during Open House in September 2002.  Students will assume roles of interviewers and interviewees.  Students will give an overview of the technology that made the field trip possible ad the subject matter they learned.