Project Based Learning in the 8 th grade Physical Science Classroom

1. Project Based Learning in the 8th grade Physical Science Classroom By: Dr. Brian Davis

2. Benefits of Project based learning • Preparing children for the workplace. Children are exposed to a wide range of skills and competencies such as collaboration, project planning, decisionmaking, and time management (Blank, 1997; Dickinson et al., 1998). • Increasing motivation. Teachers often note improvement in attendance, more class participation, and greater willingness to do homework (Bottoms & Webb, 1998; Moursund, Bielefeldt, & Underwood, 1997). • Connecting learning at school with reality. Students retain more knowledge and skills when they are engaged in stimulating projects. With projects, kids use higher order thinking skills rather than memorizing facts in an isolated context without a connection to how and where they are used in the real world (Blank, 1997; Bottoms & Webb, 1998; Reyes, 1998). • Providing collaborative opportunities to construct knowledge. Collaborative learning allows kids to bounce ideas off each other, voice their own opinions, and negotiate solutions, all skills that will be necessary in the workplace (Bryson, 1994; Reyes, 1998). • Increasing social and communication skills • Increasing problem-solving skills (Moursund, Bielefeldt, & Underwood, 1997) • Enabling students to make and see connections between disciplines • Providing opportunities to contribute to their school or community • Increasing self-esteem. Children take pride in accomplishing something that has value outside the classroom (Jobs for the Future, n.d.). • Allowing children to use their individual learning strengths and diverse approaches to learning (Thomas, 1998). • Providing a practical, real-world way to learn to use technology (Kadel, 1999; Moursund, Bielefeldt, & Underwood, 1997). • A teacher in Washington State who has used project-based instruction in his math and science classes reports that many students who often struggle in most academic settings find meaning and justification for learning by working on projects (Nadelson, 2000).

3. Physical Science • I was really excited about the curriculum • Even though the topics were very appealing students still struggled with some concepts • The Challenge: Looking at the curriculum, how do I keep them engaged? • Teach to your most difficult student. • In my case…. • That was me!

4. I GOT IT!!!!!

5. Take a minute. • Create a group • In your group make sure you have someone who is …. • Good in Math • Writes well • A good public speaker • An artist • Creative • A thinker • However, you cannot have more than three people in your group

6. Picture this…. • Your classroom is transformed into a U-shaped room. • Your science desks are covered with fabric to resemble a table cloth • There are ice water pitchers on each desk • Students have to sit with their group and listen to the presentation • You walk in and role-play the following…..

7. The transformation

8. Davis Industries is a multi-billion dollar investment firm. Established in 1988. We are currently seeking investment opportunities for our company. WELCOME

9. Target Area of Interest • The sports industry generates several hundred billion dollars annually. • Davis Industries would like to invest in the growing sports entertainment industry. • We have a particular interest in products that minimize sport related injuries.

13. We are interested in investing $20 million in the sports protective device that has the greatest relevance, feasibility, marketability, and return on our investment. What we are looking for?

14. What each company will provide? • A summary of the injury addressed and your product design • A description of the element/s used in the manufacturing of your product and justification for its selection • An alternate element and justification for its selection • A feasibility plan

15. Follow Up? • We will convene in two weeks to listen to each company’s presentation. • Good luck and I look forward to your presentations.

16. In the Two Weeks • The students receive the rubric • The students work on their projects and designs • The students prepare for the presentation

17. S.A.S INDUSTRIES By: Stephanie Watts, Sarah Reisig, & Amanda Turner

18. Extra! Extra! Read all about it! • Attention all sports players that participate in the following sports: lacrosse, baseball, volleyball, and softball. Q: How many times have you gotten hit in the face with a ball and/or stick of some sort? A: S.A.S Industries has finally come up with a product that will kiss all those face bruises, aches, and pains goodbye forever.

19. ♥♥♥The Issue?♥♥♥ • Lacrosse players: Listen up! You only have goggles protecting your face. So, let’s be honest…….with the way you always get injured with the hard ball and sticks flying everywhere: Face it……. You need more protection! • Baseball athletes: Besides the catcher, everyone else is in the open, especially the pitcher! S.A.S. Industries has found many cases where the pitcher of a team, whether it be baseball or softball, has to sit out of a game due to a hard driven ball directly to the pitcher’s face. • Volleyball team members: The ball is in the air constantly and almost never touches the ground. You need a protection device that will guard your facial features.

20. ♥♥♥♥♥♥The Solution♥♥♥♥♥♥ • Get your own Face Saver! • It’s so lightweight, yet durable, you could use it for anything! • For when beauty needs protection, reach for the Face Saver!

21. The Face Saver Q: What does it do? A: The Face Saver guards and protects your facial features including your mouth, eyes, nose, and jaw. So if a ball or stick is coming your way and you have the Face Saver on….. then you will not have to worry about getting whammed in the face!

22. What is it made out of? • The bars are made with the element titanium. We used this element because it’s strong and lightweight. It is about six times stronger than aluminum and about as twice as strong as iron. Titanium has a much better heat resistance than aluminum as well. • Our back-up element is aluminum. We picked this element to lean back on because it is also lightweight and strongly resistant to the damages of air, temperature, moisture, and chemical attacks. • There is a foam-covered frame to make the Face Saver more comfortable for wearers. The foam also provides a slip-proof grip. • Around the back there is also an elastic strap to hold the Face Saver securely into place while you are running around.

23. The Face Saver • S.A.S Industries hope that you will buy the new Face Saver to help your face stay safe. • The Face Saver will be $70.00. • Additional costs will be made for personalization.

24. The Face Saver When beauty needs to be protected

25. And the winners are?

26. The science standards addressed • S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. • b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. • S8CS9. Students will understand the features of the process of scientific inquiry. • S8CS10. Students will enhance reading in all curriculum areas by: • • Explore life experiences related to subject area content. • S8P1. Students will examine the scientific view of the nature of matter. • a. Distinguish between atoms and molecules. • b. Describe the difference between pure substances (elements and compounds) and mixtures. • c. Describe the movement of particles in solids, liquids, gases, and plasmas states. • d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). • e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color). • f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

27. The Toy Project • Launched in January • Students had 16 weeks to complete the task • Had the ability to select their own groups • Each students provided with a complete packet • The students had two weeks to select their partners. • Several components to the project • Age group was randomly selected

28. Five Components • Design • Cost Analysis • Advertising campaign • Safety Analysis • Final product

29. Design The following will be our warnings and videos of our product of the safe way to use it. We will also show the new designs and modifications to it.

30. Edu-Purse Melise Gathers Britteney Arnold Danielle Davis Safety Analysis

31. Summary Our product is the Edu-purse, for 3-5 year old girls. This purse will contain a talking wallet, a mirror, magnets, and money glued to the purse strap. Our scientific areas include titanium, magnets, copper, and . The purse itself will be made of blue jeans.

32. Concern # 1 The detachable magnets on the front of the purse could cause a choking hazard. Resolution: Warning label WARNING This product contains small parts that could present a choking hazard for small children.

33. Concern # 2 Coins may cause choking hazard is removed. Resolution Warning Label: WARNING Coins may cause a choking hazard to small children.

34. Concern # 3 The purse may become flammable if near heat. Resolution WARNING Keep away from extreme heat

35. Concern # 4 Food and, or beverages may cause damage to the speaker of the wallet inside. Resolution WARNING Do not put food or drinks inside the purse

36. Concern # 5 Recorded wallet may cause electric shock if in contact with liquids. Resolution WARNING Keep away from any liquid substances.

37. Concern # 6 The zipper attached to the wallet may accidentally get caught up in hair or swallowed. Resolution WARNING Be careful while using the wallet.

38. Concern # 7 Magnets may be thrown, and injure someone. Resolution WARNING Magnets may be thrown and possibly injure.

39. Concern # 8 Mirror inside the purse may cause breakage of glass, that may hurt a small child. Resolution WARNING Adult supervision may be necessary when in contact with the mirror.

40. Cost Production BY: Megan Titus Rebecca Stagg Kierstan Mullinax

41. Aerial View of Park Ticket Booth Rest Rooms Around the World in 80 Seconds Nurse Above It All SnowCones Down and Derby Drop of Doom Lemonade Corn Dogs Funnel Cakes

42. Scientific Components • Electricity • Around the World in 80 Seconds

43. Scientific Components • Pulleys • Above it all

44. Scientific Components • Kinetic and Potential Energy • Drop of Doom

45. Scientific Components • Magnets • Down and Derby

46. Raw Materials • Wood • Motor • Metal wire • Magnetic base • Lead safe paint

47. Cost • It cost us $196.67 per unit • It cost us $127.13 with a 50% discount • It will be sold for $200.00 • Similar competitors sell for $300.00 and are not assembled • Most are for decoration only • Profit per unit equals $72.87 • To produce 1,000 units of out toy in bulk with a 50% discount cost us $127,130 • To produce 1,000 units of our toy with no discount it cost us $198,670

48. Mass Producing • Produced in many factories in U.S • Sold at Wal*Mart ,Target, Kmart, and the hobby town store in Kennesaw • 5 hours to produce 1 unit of our toy • $8 an hour is Labor cost in U.S • Manufactured in China is approximately $3 an hour for labor cost • If we were to produce 100,000 units of this toy we would produce this in China, due to cheaper labor cost • It will be produced in the U.S because the high cost of shipping is too much to produce 1,000 units of our toy • The cost of shipping is more expensive than the cost and in labor • Mass producing this product will result in happy children

49. Small wood block Small wood block Wood block Wood block Wood block Metal base

50. Wood Block (hand crank) Wood Block (sign) Wood block Small Wood Blocks Wood Block (Base)