Technology-Connected Lesson Plan

Lesson Title: A Digital Scavenger Hunt

Curriculum Areas:

· Science

· Language Arts

Grade Levels: 7-12

Louisiana Frameworks:

· S-SI-M-A2 Planning and/or designing and conducting a scientific investigation (1,2,3,4,5)

· S-SI-M-A3 Using mathematics and appropriate tools and techniques to

gather, analyze, and interpret data (1,2,3,4,5)

· S-SI-M-A4 Developing descriptions, explanations, and graphs using data (1,2,3,4)

· S-SI-M-B1 Recognizing that different kinds of questions guide different

kinds of scientific investigations (2,4)

· S-SI-M-B2 Communicating that current scientific knowledge guides

scientific investigations (1)

· S-SI-H-A1 Identifying questions and concepts that guide scientific investigations (2,4)

· S-SI-H-A3 Using technology and mathematics to improve investigations and communications (1,2,3)

· S-SI-H-B5 Communicating that the results of science inquiry, new knowledge, and methods emerge from different types of investigations and public communication among scientists (1,3,4,5)

· S-PS-M-B2 Recognizing different forces and describing their effects (gravity, electrical, magnetic) (1,2)

· S-LS-M-A3 Observing and analyzing the growth and development of selected organisms including a seed plant, an insect with complete metamorphosis, and an amphibian (1,2,3,4)

· S-LS-M-A5 Investigating human body systems and their functions (including circulatory, digestive, skeletal, respiratory) (1,3,4)

· S-LS-M-C2 Modeling and interpreting food chains and food webs (1,2,3,4)

· S-LS-M-C3 Investigating major ecosystems and recognizing physical properties and organisms within each (1,2,3,4,5)

· S-LS-M-C4 Explaining the interaction and interdependence of nonliving and living components within ecosystems (1,2,3,4,5)

· S-LS-M-D1 Describing the importance of plant and animal adaptation, including local examples (1,3,4,5)

· S-LS-H-C6 Comparing and contrasting life cycles of organisms (1,2,3,4)

· S-ESS-M-A5 Identifying the characteristics and uses of minerals and rocks and recognizing that rocks are mixtures of minerals (2,3,4)

· ELA-1-M1 Using knowledge of word meaning and developing basic and technical vocabulary using various strategies (e.g., context clues, affixes, etymology, dictionary) (1,4)

· ELA-1-M5 Using purposes for reading (e.g., enjoying, learning, researching, problem solving) to achieve a variety of objectives (1,2,4,5)

· ELA-1-M1 Using knowledge of word meaning and extending basic and technical vocabulary, employing a variety of strategies (1,4)

· ELA-1-H5 Using the various purposes for reading (e.g., enjoying, learning researching, problem solving) to complete complex projects (1,2,4)

Technology Strategies:

· 5-8-G Use multimedia tools and desktop publishing to develop and present

computer-generated projects for directed and independent learning activities (1,3)

· 5-8-H Use technology tools to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences (1,3,4)

· 9-12-G Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects (3,6)

Learning Objectives:

The learner will

· Take pictures using the digital camera;

· Identify science items (natural as well as man-made);

· Gain a better understanding of scientific vocabulary;

· Search for and recognize science items in unusual settings;

· Make a presentation that displays required elements.

Materials:

· Digital Camera Scavenger Hunt Student Directions sheets

· Science Scavenger Hunt Score Sheets

· Science Vocabulary Terms sheet

· Floppy disks

Technology Connection:

· Computer

· Printer

· TV with scan converter or projection system

· Digital Camera

· Microsoft PowerPoint, HyperStudio, KidPix or AppleWorks

Lesson Procedures:

· Much science vocabulary involves things that can be seen. This lesson will guide the students through a digital camera scavenger hunt that requires that they photograph objects that represent or incorporate science terminology. Score sheets are provided.

· The students will work in groups of four using a digital camera to photograph science terminology in natural and man-made surroundings. They will use the score and direction sheets as guides.

· Each group will prepare a slide show using the photos, adding captions to describe each photo, along with the vocabulary terms from the lists provided.

· Students will present their slide shows to the class.

· Presentations will be scored and prizes awarded.

Assessment Procedures:

· Slide shows

· Score sheets

Lesson Extensions:

· The students may use Graph Master or Microsoft Excel to graph the types of things found during the scavenger hunt.

This lesson is based on the “Polaroid Geometry Scavenger Hunt”

http://www.polaroidwork.com/education/education.jsp