Technology Handbook
Acknowledgement Be it known that my dearest wife Hanaa, during the course of my study, through personal sacrifice, selflessness, and without material reward, bestowed the support and understanding without which my graduation would not have been possible. I would like to honor and recognize her confidence, devotion, guidance, and assistance freely given in helping me obtain this important milestone in my life. I would also like to thank my friend Hassan Al Hussami for providing me with the chance of benefiting from his art by designing the cover page of this handbook . Moustapha Mneimneh 15/3/2005
Technology Handbook
Technology Handbook
i
Preface The Technology Handbook is a publication designed to help 3-12 teachers in integrating computer technology into their classrooms and to develop lessons that help students get involved into the learning process. The integration of technology into the curriculum helps the teachers move their traditional teaching environment into new settings where the student is the center of the learning process and the teacher is a facilitator. The Handbook will guide the teacher through the integration process, by providing systematic instructions, and templates. The Technology Handbook includes four sections:
Section 1: The Theory Section 1 discusses how and when technology should be used by the teacher and the student. It introduces two models to integrate technology: enGauge and NTeQ. EnGauge is a framework that deals with integrating technology into an educational system, whereas NTeQ deals with directly integrating technology into a particular lesson.
Section 2: How to Use…. This section helps the teacher understand the different functions of several software t h a tc a nbeus e da sat ooli ne nha nc i ngs t ude nt s ’l e a r ni ng. Section 2 covers how to use: Computers in the classroom Word Processing as a Learning Tool Organization tools as a Learning Tool Databases
Technology Handbook Symantec Mapping Data-Driven decision-making Spreadsheets as a Learning Tool Web Browsers as a Learning Tool
Section 3: Theory into Practice This section presents the NTeQ lesson and all its steps. It provides instructions on how to use these steps to end up with a lesson with technology integrated into it. This section also includes a template for a lesson plan and some tips on how to manage a computer classroom.
Section 4: Model Lessons This section includes four different model lessons on how to integrate four different software into a learning unit. The software used are: MSWord, Excel, Access, and Inspiration.
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Technology Handbook
iii Table of Content
Preface
i
Table of Contents
ii
1. Section1: The Theory
1
Introduction Mind Tools Effective Students ’Use of Technology The enGauge Framework The NTeQ Model References
2. Section2: Howt ous e … Computers in the classroom Word Processing as a Learning Tool Organization tools as a Learning Tool Databases Symantec Mapping Spreadsheets as a Learning Tool Data-Driven decision-making Web Browsers as a Learning Tool Reference 3. Section3: Theory into Practice
Technology Integration Lessons The NTeQ 10-Step Lesson Plan How to Create New Computer Lessons How to Integrate Computers into Existing Lessons Computer Classroom Management References
2 3 6 6 10 17
19 21 23 24 24 25 27 28 31 32 33
35 35 37 42 42 44
4. Results
6
5. Recommendations
6
6. References
9
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iv
7. Appendix A
10
8. Appendix B
13
Technology Handbook
Section 4
SECTION The Theory Introduction Mind Tools Effective Students ’Use of Technology The enGauge Framework Forward-Thinking, Shared Vision Educator Proficiency with Effective Teaching and Learning Practices Digital Age Equity Effective Teaching and Learning Practice Robust Access Anywhere, Anytime Systems and Leadership The use of enGauge The NTeQ Model NTeQ and the teacher NTeQ and the student NTeQ and the computer NTeQ and the Lesson NTeQ and the Multidimensional Environment NTeQ and NETS Conclusion References
5
1
Technology Handbook
Section 4
6
NTeQ Lesson Plan 2: MS Access LESSON TITLE : SUBJE
CT
PRESSURE OF FLUIDS
AREA (S): PHYSICS
________________________________________________
_________________ GRADE LEVEL : 10 ________________
LESSON SUMMARY Due to their weight, fluids exert pressure on the objects situated under them. Thi sl e s s oni nt r oduc e sf l ui ds ’pr e s s ur et os t ude nt sa ndhe l pst he m understand the two factors that affect this pressure. One lab activity followed by a computer activity planned to help the students define the factors affecting fluids pressure. The computer activity requires a database program (MS Access). The students will use the database create a table, to enter data, and to categorize and sort the entered data according to different criteria. The students will use a word processor to create a formatted final report to present their results and conclusions. LEARNING
OBJECTIVES
By the end of this lesson, the students will be able to: 1. define pressure 2. list the factors affecting the pressure of liquids
STANDARDS National Physics Standards of the ministry of education in Saudi Arabia
1. define pressure 2. list the factors affecting the pressure of liquids NETS for Students 1. Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. 2. Social, ethical, and human issues Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 3. Technology productivity tools
Technology Handbook
Section 4
7
Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 4. Technology communications tools Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 6. Technology problem-solving and decision-making tools Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world. GRADES 9 - 12 Performance Indicators: All students should have opportunities to demonstrate the following performances. 1.
2. 3.
4. 5. 6.
Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2) Make informed choices among technology systems, resources, and services. (1, 2) Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6) Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5) Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6) Collaborate with peers, experts, and others to contribute to a contentrelated knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)
Technology Handbook
Section 4
8
MATERIALS THINK SHEET Use your findings of the activity to state the two factors affecting the pressure of a fluid. With the help of your teacher deduce the mathematical formula for pressure of fluids. According to your findings try to verify the following . Statement: “ us ua l l y , dams are built thicker at their ba s et ha nt he i rt ops ” .
COMPUTER
FUNCTIONS AND
Computer Function Use a database to create a table and
DATA MANIPULATION
Computer Application MS Access
Use a database to
categorize, to sort,
Create a custom report MS Access
Categorize by name Categorize numerically Sort numerically
and to compare Use word
Enter Cut
processor to create a final
format table define fields
define fields
enter data, to
Data Manipulation create a table
MS Word
past
report and
edit
conclusion
format
SPECIFY PROBLEM Today we are going to study the factors that affect the pressure of a fluid. We will focus our experiments on liquids then we will generalize our findings for all fluids. At the end of the lesson you will try to answer the following question:”whyl a r geda mnsa r ebui l tt hi c ke ra tt heba s e ?”
Technology Handbook
RESULTS
Section 4
9
PRESENTATION
The students will prepare a report using the word processor. This report should include: a description of the problem, procedures followed in accomplishing activities, data collected, and conclusion. The report should include a description of the form of a dam.
MULTIDIMENSIONAL LESSON
ACTIVITIES
INTRODUCTION –I begin the lesson by showing the students pictures of a deep-sea diver wearing an atmospheric diving suit. Then I will ask the students to describe what they see. What is the diver wearing and what is it used for. Then I will ask them what do they feel when they dive to the bottom of their swimming pools. The computer activity requires a basic knowledge of database: create a table, define fields, enter data, categorize d5ata, and sort data. It also requires a basic knowledge word processing: entering, formatting, editing, copying, and pasting to create the final report. I will model on a big screen the steps to create a database and manipulate data in MS Access. Then I will do a quick review for word processing functions. In the lab I will conduct a quick demonstration on how to use the manometer to measure the pressure of a liquid at a certain depth.
Technology Handbook
COMPUTER
ACTIVITIES
Activity 1 Activities to be completed: Prior to going to computer Measure the pressure of three different liquids at three different depths. Record data on the board.
At the computer Create a new database containing the following fields: name of the liquid, density of the liquid, depth, and pressure. Enter the data collected. The data for the whole class is shown on the board. The data should be entered as follows: the names as written on the board and the each number consist of 4 digits 2 before the decimal point and 2 after. a) Categorize the liquids by their name and create three reports, one for each liquid. b) Numerically sort the data in the report according to decreasing pressure. a) Numerically categorize the data by depth. Create three reports; one for each depth. b) Numerically sort the data in the reports according to decreasing pressure.
After going to computer Study the six generated reports deduce the relation between the pressure of a liquid and its density and the depth at which the pressure was measured. Discuss the findings with the teacher and find the mathematical formula for calculating the liquids pressure.
Section 4 10
Technology Handbook
SUPPORTING
Section 4 11
ACTIVITIES
Activity 1 Activities to be completed: The students search the internet for designs and pictures of large water dams.
CULMINATING
ACTIVITY
I will distribute a hand out containing several questions that help he student summarize and grasp the objectives of the lesson. Examples of these questions: 1- What is the relation between pressure of a liquid and its density? 2- What is the relation between pressure of a liquid and the depth at which the pressure is measured? 3- What causes the pressure of the liquid? 4- Can we use our findings to describe the pressure of gases? Justify your answer.
ROTATION
PLAN
The students will be divided into groups of 4’ s . In the activity, each group will measure the pressure of a given liquid at a certain depth and find the average of that pressure. Each member pf the group should take a part in the measuring process. Then the final result is recorded on the board. The computer lab contains 20 computers and it is in the same floor of the physics lab. So each group will have his own computer. The members of each group take turn to enter data.
Technology Handbook
Section 4 12
Assessment
CATEGORY
Exemplary 4
Components of the report
All required elements are present and additional elements that add to the report (e.g., thoughtful comments , graphics) have been added.
Question/Purpose
Report
The purpose of the lab or the question to be answered during the lab is clearly identified and stated.
Exceeds Standard 3
Adequately Meets Standard 2
Below Standard 1
Student Score
All required elements are present.
One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.
Several required elements are missing.
____
The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner.
The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.
The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.
____
Scientific Concepts
Procedures
Drawings/Diagrams
Spelling, Punctuation and Grammar
Technology Handbook One or fewer errors in spelling, punctuatio n and grammar in the report. Clear, accurate diagrams are included and make the experimen t easier to understan d. Diagrams are labeled neatly and accurately . Procedure s are listed in clear steps. Each step is numbered and is a complete sentence. Report illustrates an accurate and thorough understan ding of scientific concepts underlying the lab.
Section 4 13
Two or three errors in spelling, punctuatio n and grammar in the report.
Diagrams are included and are labeled neatly and accurately.
Procedure s are listed in a logical order, but steps are not numbered and/or are not in complete sentences. Report illustrates an accurate understand ing of most scientific concepts underlying the lab.
Four errors in spelling, punctuation and grammar in the report.
More than 4 errors in spelling, punctuation and grammar in the report.
____
Diagrams are included and are labeled.
Needed diagrams are missing OR are missing important labels.
____
Procedures are listed but are not in a logical order or are difficult to follow.
Procedures do not accurately list the steps of the experiment
Report illustrates a limited understandi ng of scientific concepts underlying the lab.
Report illustrates inaccurate understandi ng of scientific concepts underlying the lab.
____
____
Appearance/Organization
Lab report is typed and uses headings and subheadin gs to visually organize the material.
Lab report is neatly handwritte n and uses headings and subheadin gs to visually organize the material.
Conclusion
Section 4 14
Conclusio n includes whether the findings supported the hypothesis , possible sources of error, and what was learned from the experimen t.
Experimental Hypothesis
Technology Handbook
Hypothesi zed relationshi p between the variables and the predicted results is clear and reasonabl e based on what has been studied.
Lab report is neatly written or typed, but formatting does not help visually organize the material.
Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.
____
Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment .
Conclusion includes what was learned from the experiment.
No conclusion was included in the report OR shows little effort and reflection.
____
Hypothesiz ed relationshi p between the variables and the predicted results is reasonable based on general knowledge and observatio ns.
Hypothesize d relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.
No hypothesis has been stated.
____
Data
Technology Handbook Profession al looking and accurate representa tion of the data in tables and/or graphs. Graphs and tables are labeled and titled.
Section 4 15
Accurate representat ion of the data in tables and/or graphs. Graphs and tables are labeled and titled.
Accurate representati on of the data in written form, but no graphs or tables are presented.
Data are not shown OR are inaccurate.
Total
____
Technology Handbook
Section 4 16
Team Work
Questioning:
Persuading:
Participating:
Listening
Helping
Skills
The teacher observed the students offering assistance to each other. The teacher observed students working from each other's ideas. The teacher observed each student contributing to the project. The teacher observed the students exchanging, defending, and rethinking ideas. The teacher observed the students interacting, discussing, and posing questions to all members of the team.
Exemplary 4
Exceeds Standard 3
Adequately Meets Standard 2
Below Standard 1
Student Score
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
Sharing:
Respecting:
Technology Handbook The teacher observed the students encouraging and supporting the ideas and efforts of others. The teacher observed the students offering ideas and reporting their findings to each other.
Section 4 17
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
Total
Technology Handbook
Section 4 18
NTE Q LESSON PLAN 3: INSPIRATION LESSON TITLE : BUOYANCY AND ARCHIMEDES PRINCIPLE ____________________________ SUBJECT
AREA (S): PHYSICS
_________________ GRADE LEVEL : 10 ________________
LESSON SUMMARY Some objects, when placed in water, float, while others sink, and still others neither float nor sink. This is a function of buoyancy. We call objects that float, positively buoyant. Objects that sink are called negatively buoyant. We refer to object that neither float nor sink as neutrally buoyant. A computer activity using a concept mapping software (inspiration) helps the students to understand the concepts related to buoyancy and their interrelations. Internet access is required. The students will use a word processor to create a formatted final report to present their results and conclusions. LEARNING
OBJECTIVES By the end of this lesson, the students will be able to: 3. Built a concept map using Inspiration 4. Define buoyancy 5. State Archimedes principle 6. List factors affecting the buoyant force
STANDARDS National Physics Standards of the ministry of education in Saudi Arabia
1. define buoyancy 2. state Archimedes principle 3. list factors affecting the buoyant force NETS for Students 1. Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. 2. Social, ethical, and human issues Students practice responsible use of technology systems, information, and software.
Technology Handbook
Section 4 19
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 3. Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 4. Technology communications tools Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 6. Technology problem-solving and decision-making tools Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world. GRADES 9 - 12 Performance Indicators: All students should have opportunities to demonstrate the following performances. 7.
8. 9.
10. 11. 12.
Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2) Make informed choices among technology systems, resources, and services. (1, 2) Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6) Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5) Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6) Collaborate with peers, experts, and others to contribute to a contentrelated knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)
Technology Handbook
Section 4 20
MATERIALS REQUIRED WEBSITES
http://www.aquaholic.com/gasses/archem.htm http://www.schoolarabia.net/fezia/3lm_almawa23/arkmedis/arkmedis1.htm http://www.omsi.edu/explore/physics/air/science/ LIST OF WORDS
buoyancy Positive/negative lift Neutral density altitude mass depth volume surface Archimedes Principle force Weight pressure Fluids area Gases hot-air balloon Helium airplane Air
Technology Handbook THINK SHEET
Here we have a toy submarine floating in a bathtub. It's a really fancy sub, made out of steel. The sub weighs one pound. When completely submerged, it displaces two pounds of water. What could you do to cause the sub to sink to the bottom of the tub? we have a boat in a swimming pool. In the boat is an inquisitive experimenter. Also in the boat is a rock. Our experimenter picks up the rock and tosses it into the pool. The rock sinks to the bottom. No water leaves the pool from the splash made by the rock. Now for the question: Does the pool's water level rise, lower, or stay the same? You are sitting in a car that is not moving. Also in the car is a helium-filled balloon, which is resting up against the car's ceiling somewhere near its middle. The driver hits the gas and the car accelerates forward. You're thrown back into your seat. What happens to the balloon? (Before you answer, think about what will make the balloon act the way you think it will.)
Section 4 21
Technology Handbook
COMPUTER
Section 4 22
FUNCTIONS AND
Computer Function
DATA MANIPULATION
Computer Application
Data Manipulation
Build a concept map that highlights the relationships
Insert symbols
between the listed terms;
Insert links
determining criteria,
Descriptive text
prioritizing, classifying,
Outline view
identify main ideas,
Inspiration
Arrange style
comparing/contrasting,
Spell check
identifying causal
Transfer to word
relationships, modifying,
processor
expanding, and assessing the final product. Use word processor to
Enter Cut
create a final report and conclusion
MS Word
past edit format
SPECIFY PROBLEM Today we are going to study buoyancy and the factors affecting the buoyant force. At the end of the lesson you will try to answer the following questions: How to sink a submarine? How does the level of water in a swimming pool changes if a person sting in a boat throws a rock? How does a helium-filled balloon move in a car when it accelerates?
Technology Handbook
RESULTS
Section 4 23
PRESENTATION
The students will prepare a report using the word processor. This report should include: a description of the problem, the map generated, and answers of the questions listed in the think sheet.
MULTIDIMENSIONAL LESSON
INTRODUCTION
ACTIVITIES –
To get the attention of the students I will ask, “ Ha sa ny bodys e e nt hemovi eTi t a ni c?” An analogy for buoyancy is when you are swimming , your body does not appear to weigh as much as when you are outside of the pool. In fact your body appears almost weightless and this is due to the fact that your body displaces an amount of water almost equal to the weight of your body. The same thing applies when you get in a bathtub, and when you get in a bathtub it is easy to see the water level rise. The amount of water you displace is equal to rise in the water-level. Also, if you fill a cup with ice then pour soda in it, t h e r ei s n’ tmuc hr oom l e f tf ort hes oda . The ice is displacing the soda. Af t e rt ha tIwi l li nt r oduc e“ I ns pi r a t i on”t ot hes t ude nt s . On a big screen I will explain the use of the software and model the basic functions: add symbols, add text, change view options, and export the final product to MS Word. . It also requires a basic knowledge word processing: entering, formatting, editing, copying, and pasting to create the final report.
Technology Handbook
COMPUTER
ACTIVITIES
Activity 1 Activities to be completed: Prior to going to computer 1. A whole class activity will show how some objects sink or float in a cup of water. It will also show the change in the level of water when an object is added.
At the computer 2. Create a concept map showing the relationships between the supplied words. This concept map should demonstrate the understandings of the students
After going to computer 3. Students will discuss their maps and compare the work of different groups. With the help of the teacher a final map, accepted by all, should be generated.
SUPPORTING
ACTIVITIES
Activity 1 Activities to be completed: 4.
The students access the supplied URL’ sandus et hefi ndi ngst o build their map.
Section 4 24
Technology Handbook
CULMINATING
Section 4 25
ACTIVITY
I will distribute a hand out containing several questions that help he student summarize and grasp the objectives of the lesson. Examples of these questions: 1- What is the relation between buoyant force of a liquid and its density? 2- What is the relation between buoyant force of a liquid and the object? 3- What causes the buoyant force of the liquid?
ROTATION
PLAN
The students will be divided into groups of 3’ s . In the activity each group will use a computer to generate a concept map. The students will have access to the internet on their computers. Each student will explore one of the provided links. Then the final report is presented to the whole class. The computer lab contains 20 computers so each group will have his own computer.
Technology Handbook
Section 4 26
Assessment Concept Map
Thoughtfull y organized Easy to follow most of the time Contains most of the main concepts Contains an adequate number of concepts Follows the standard map conventions
Somewha t organized Somewha t incoheren t Contains only a few of the main concepts
Choppy and confusin g Contain sa limited number of concept s
Linking words demonstra te superior conceptua l understan ding Links are precisely labeled
Linking words easy to follow but at times ideas unclear Links are not precisely labeled
Linking words are clear but present a flawed rationale Links are not labeled
Difficult to follow No links
______
Worked extremely well with each Respected
Worked very well with each other. Worked to
Attempte d to work well with others. At times
Little or no teamwo rk
______ _
Well organized Logical format Contains main concepts Contains a appropriat e number of concepts Map is “ t r e e l i ke ” and not stringy Follows standard map conventio ns
Content
Organization
Below Standard 1
Exemplary 4
Cooperatio n
Exceeds Standard
Adequately Meets Standard 2
Skill s
3
Student Score
______ _
Technology Handbook and compleme nted each others ideas
Section 4 27 get everyone involved
” of ft a s k” and not everyone was actively involved Total
Report
Question/Purpose
Components of the report
CATEGORY
Exemplary 4
Exceeds Standard 3
Adequately Meets Standard 2
All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.
All required elements are present.
One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.
The purpose of the lab or the question to be answered during the lab is clearly identified and stated.
The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewha t unclear manner.
The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.
Below Standard 1
Student Score
Several required elements are missing.
____
The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.
____
Scientific Concepts
Procedures
Drawings/Diagrams
Spelling, Punctuation and Grammar
Technology Handbook
One or fewer errors in spelling, punctuation and grammar in the report. Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately. Procedures are listed in clear steps. Each step is numbered and is a complete sentence.
Report illustrates an accurate and thorough understandi ng of scientific concepts underlying the lab.
Section 4 28 Two or three errors in spelling, punctuati on and grammar in the report.
Diagrams are included and are labeled neatly and accuratel y.
Procedur es are listed in a logical order, but steps are not numbere d and/or are not in complete sentence s. Report illustrates an accurate understa nding of most scientific concepts underlyin g the lab.
Four errors in spelling, punctuation and grammar in the report.
More than 4 errors in spelling, punctuation and grammar in the report.
____
Diagrams are included and are labeled.
Needed diagrams are missing OR are missing important labels.
____
Procedures are listed but are not in a logical order or are difficult to follow.
Procedures do not accurately list the steps of the experiment
Report illustrates a limited understandi ng of scientific concepts underlying the lab.
Report illustrates inaccurate understandi ng of scientific concepts underlying the lab.
____
____
Appearance/Organization
Lab report is typed and uses headings and subheading s to visually organize the material.
Conclusion
Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.
Experimental Hypothesis
Technology Handbook
Hypothesize d relationship between the variables and the predicted results is clear and reasonable based on what has been studied.
Section 4 29 Lab report is neatly handwritt en and uses headings and subheadi ngs to visually organize the material. Conclusi on includes whether the findings supporte d the hypothesi s and what was learned from the experime nt. Hypothes ized relationsh ip between the variables and the predicted results is reasonab le based on general knowledg e and observati ons.
Lab report is neatly written or typed, but formatting does not help visually organize the material.
Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.
____
Conclusion includes what was learned from the experiment.
No conclusion was included in the report OR shows little effort and reflection.
____
Hypothesize d relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.
No hypothesis has been stated.
____
Data
Technology Handbook
Professional looking and accurate representati on of the data in tables and/or graphs. Graphs and tables are labeled and titled.
Section 4 30
Accurate represent ation of the data in tables and/or graphs. Graphs and tables are labeled and titled.
Accurate representati on of the data in written form, but no graphs or tables are presented.
Data are not shown OR are inaccurate.
____
Total
Team Work
Participating:
Listening
Helping
Skills
The teacher observed the students offering assistance to each other. The teacher observed students working from each other's ideas. The teacher observed each student contributing to the project.
Exemplary 4
Exceeds Standard 3
Adequately Meets Standard 2
Below Standard 1
Student Score
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
The teacher observed the students exchanging, defending, and rethinking ideas.
All of the Time
Most of the Time
Some of the Time
None of the Time
____
The teacher observed the students interacting, discussing, and posing questions to all members of the team.
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
All of the Time
Most of the Time
Some of the Time
None of the Time
____
Sharing:
Respecting:
Persuading:
Section 4 31
Questioning:
Technology Handbook
The teacher observed the students encouraging and supporting the ideas and efforts of others. The teacher observed the students offering ideas and reporting their findings to each other.
Total
