Topics+to+Consider

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Our task this week is to suggest topics to consider. So far, three have been suggested. Leave your comments below each project or add another project for us to consider.

Global Warming
I found another project that I thought was worth checking out. It is on Global warming. Here is the link: http://content.epals.com/projects/info.aspx?DivID=GlobalWarming_overview
 * Anthony

I had looked at this project too but thought that it might not be well suited for younger classes. Global Warming might be too vague a concept for them to grasp.
 * Beverley

My issue with this one is that does suggests that people are the root and sole cause of global warming. It does not provide multiple perspectives on the topic or suggest the students find them. Since I teach high school students I try to give them the opportunity to form their own opinion on controversial topics by allowing them to see the different perspectives. I actually think it would be well suited for younger classes where seeing multiple perspectives might be harder to understand.
 * Shannon

Daffodil and Tulip Project
The internet project that I selected is entitled “Daffodil and Tulip Project.” The URL address is https://media.iearn.org/node/204. It is located in the International and Education Research site. I selected this project because it is has a math and science focus, plus a language arts and social studies (Israel partner) component. Let me know what you think about this one!
 * Jayne

After looking at several options, I like the idea of going with the “Daffodil and Tulip Project.” I was trying to find a project that met an appropriate age group and all of our disciplines. This seems to work with those parameters. The activity is very hands on and technologically rich with data collection and reporting.
 * Celisa

I like this project as well. It sounds as if it would be fairly easy to organize, but rich with possibilities for content connections.
 * Jeanne

I also like the Daffodil and Tulip Project idea. It could be a nice fit for everyone. It is not something I normally do with a class since we meet in the computer lab but there is definitely many ways we can utilize computer applications throughout the project timeline. Another advantage is that it can be done at any time of the year. So, the Daffodil project gets my vote too.
 * Beverley

Even though I am a 'tech' guy, the daffodil project intrigues me.
 * Chris

I think that Daffodil and Tulip's project would have more room for math and science teachers. I have already thought of topics beyond the ones mentioned that my chemistry students can study such as soil components in each country.
 * Shannon

The daffodils or tulips works for me. I teach Health in southeast Indiana. I will check out the wikispace. I also need deadlines...I am a bit of a procrastinator. I am looking forward to working with you.
 * Brad

The Daffodils Project was exciting until I read the students planted them in November. It would be great for our students to communicate with other students.
 * Sonja

I do not think that the Daffodil/Tulip planting has to be done in November. I think that was just a common time that they all agreed upon.
 * Beverley

Natural Disasters
With the number of Natural Disaster which have happened recently including an earthquake in southern Illinois, I was thinking about the "A Worldwide Look at Natural Disasters" at the epals project site http://content.epals.com/projects/info.aspx?DivID=NaturalDisasters_overview It might be difficult to make this age appropriate for all of us or apply to all of our curriculum areas. Though teaching students how to be prepared when a disaster strikes is important at all age levels.
 * Beverley

I have actually done an interdisciplinary disasters project before. After Hurricane Katrina, our 7th grade team did a service project to provide supplies for relief workers. I have a math unit that looks at the planning involved in preparing for disasters and at the numbers found in news reports of disasters (number sense). During social studies the students assembled the care packages, and in language arts students wrote letters to the relief workers thanking them for their service and offering encouragement. Obviously, science was a natural fit.

I also spent some time in math on the same lesson (numbers in disaster reports) after the Tsunami hit Southeast Asia. I integrated geography as we looked at the numbers of people affected by the tsunami.

A great lesson I saw at another school looked at earthquakes in science and math. A few years ago we had a mild earthquake in Alabama. I don't think there was any damage, but the quake was strong enough to wake people up. In the following days a math and science teacher had students research recent earth quake. They drew maps and used a legend to show data like all the earthquakes that took place in the world in the previous week, in the United States during the previous month, and in Alabama during the past hundred years. It was fascinating to learn that earthquakes happen much more often than I realized!
 * Jeanne

I also think the natural disaster would be interesting, but agree it may be too hard to link to all subjects and grades, but I am game for either.
 * Jennifer

I found both projects to be very interesting. I however am more inclined to focus on the natural disasters project. It seemed very interesting and something I would use in my classroom. After reviewing both sites more I have to say I like how the content of the Natural Disasters project is connected to science and geography national standards. There are great questions that lead the project with collaboration and analysis of information. I found another project that I thought was worth checking out. It is on Global warming. Here is the link: http://content.epals.com/projects/info.aspx?DivID=GlobalWarming_overview
 * Anthony

Now I am leaning more towards natural disasters due to the numerous events worldwide. I believe we can incorporate many subjects such as math -- calculations, science -- how they happen, technology -- track their history and magnitude, health -- the effects on the survivals, etc.

Also, our students could start searching the internet for different locations of each natural disasters to compare/contrast many effects such how many injuried/killed, were there any warnings i.e. Tsunami (no animals present), amount of damage, cost to rebuild/repair, etc. Once the students have data, they could graph the different results, as well as, show percentage. As a matter of fact, maybe each one of our classes could focus on one natural disaster and prepare reports. Note: The reports will have the same information as another natural disaster, yet compare/contrasting the data. Perhaps we could allow our students to communicate with each other.
 * Sonja Pace

This project is a little more difficult than the Daffodil/Tulip project but I think has more opportunity for higher-level thinking. The Project Calendar on the web site has good suggestions for student communication. Just asking other students what type of natural disasters they have experienced and how they coped is a learning experience. So, I'm going to change my preference to the disaster project.
 * Beverley

Either Idea
I am for either project, I can see math used in both projects, so I am for the one that fulfills everyones needs.
 * Neil