Project Title: Kids Teaching Kids

Standards Met:
ISTE Net: 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. *Science Outcomes: 1. Different types of forces 2. How forces affect people and objects

IB Attitudes/Learner Profile Inquirer Knowledgeable IB Transdiciplinary Skills: 1. Analysis 2. Group Decision Making 3. Planning *For this particular assignment I have chosen to use lines lines of inquiry of a unit I will be teaching next year. However, the project can easily be adapted to fit almost any unit.

Enduring Understanding:
Forces are all around us and have an impact on people and objects.

Essential Questions:
1. What are forces 2. How do forces affect people and objects? 3. How do forces interact with each other?

GRASPS Task: Goal: To demonstrate understanding
of the scientific process and the concept of forces.

Six Facets of Understanding: Explain:
Can explain the scientific principals behind selected forces.

Role: Students will be asked to take on
the role of a science expert The students will need to research a force such as gravity and prepare a page on the wiki so that other students can view their information and learn. Students will also take on the role of a student trying to learn about a force using the resources created by the other class.

Can analyze scientific experiments and offer explanations of results.

Students will record examples of their own personal interactions of forces.

Have perspective:
Students can reexamine completed projects and suggest ways for improving work.

Audience: The initial audience are
their teachers, classmates, and a partner class. If desired this could be opened up to a wider audience.

Can evaluate their projects from a learner’s perspective.

A) The science experts (students) have been asked by the International Scientific Department for Global Collaboration to contribute their knowledge of forces to their site so that other students can learn from them and they can learn from others. B) The management team at the Scientific Department for Global Collaboration has asked the students to review recent submissions to their site. Students will be asked to review selected contributions using a variety of agreed upon criteria.

Have self-knowledge:
Students demonstrate understanding of their own interests in scientific inquiry.

Product: A page on a wiki that is
organized. Students should include video of experiments, experiment writeups, citations, images, connections to their personal lives, reflections and resources from other sites (either embedded or linked). Students may wish to use a variety of different presentation tools (Google Docs, Glogster, Vimeo, YouTube).

Resources Needed: 1. Wiki 2. Scientific equipment (dependent on the approach of the unit). 3. A video camera (an iPhone, iPad or other device would work as well). 4. A digital camera (an iPhone, iPad, or other device would work as well). 5. Access to an age appropriate video and photo editing tool like iMovie. 6. Publishing software. 7. Various Web 2.0 tools to enable sharing of information (ex. SlideShare) 8. Blogs 10. Wallwisher

Suggested time frame: The inital part of this unit would take six weeks but it can be expanded upon to be a continual piece of work.

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