Ken Geohegan June 23, 2021

EDU 214-1002 Science Fair Project

One of the happiest things I learned during this project is that
if the window in which the program is running get accidentally
closed halfway through the project, the work completed so far is
not as the program has been auto-saving the entire time. This is
much different than the word processing programs I have used,
and it’s a feature I now really enjoy.
I was also again reminded of how different I am than the
typical student taking this class. The instructions seemed to
assume that I had family around just as the previous project
assumed I had access to more than a dozen friends and one
before that assumed I had access to school age children. But just
as I am different than my fellow students, I will be different than
my fellow teachers when I start teaching in two months. I intend to
make those differences positive attributes rather than negative.
This being my second foray into a slide making program, I
was much more comfortable with the process than last time (only
yesterday!) It was more difficult to figure out what to do as an
experiment, how to hold the laser pointer still and how to mark the
relevant points than it was to make the slides. Hopefully, this
indicates a gain in proficiency with the program and learning in
the class.
The standards addressed by this project are:
Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect on
the learning process to improve learning outcomes.

Students curate information from digital resources using a

variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
 Students build knowledge by actively exploring real-world
issues and problems, developing ideas and theories and pursuing
answers and solutions.
Students know and use a deliberate design process for
generating ideas, testing theories, creating innovative artifacts or
solving authentic problems.
Students select and use digital tools to plan and manage a
design process that considers design constraints and calculated
risks.
Students choose the appropriate platforms and tools for
meeting the desired objectives of their creation or communication.
Students create original works or responsibly repurpose or
remix digital resources into new creations.

The project in this assignment could easily be made to apply

to any level of any science class, including math. I can envision
students experimenting to find out which operations are
commutative or not. Perhaps it stems from my lack of creativity,
but I don’t see how this kind of project would apply to non-science
subjects.