here is my template. if it needs more, please advise. I attached my entire project design earlier.
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my template
Rita Freuder
Apr, 2011
Questions from students and thoughts for next time, Michele had these interesting observations: > How do you feel the project/activity went with students? It went far better than I expected. I had a lot of difficulty using the tools at first, so I planned 2 full 90 minute bells for training. Before I started I pulled the directions from the packet, removing the pictures etc. It compressed into a 2 page direction sheet. I had the kids gather data on sea ice, stack it and analyze it. I also asked them to gather data on sea surface temps and vegetation index and to animate those stacks as well. I figured it would take that long to work through it. Imagine my shock when most of them were done with ALL of that in less than 45 minutes.--oops back to the drawing board for me. Once I introduced them to the articles, they were easily able to transition from the EET to their own project and create amazing stacks comparing 2 - 3 data sets relating to their article.
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> What sorts of questions did student ask? What insights did they have? How proficient are students in using the dataset and/or tool of the EET chapter? How do fires in europe affect the regions air quality? How do sea surface temperatures change year to year? Has the sea ice been advancing/contracting globally? How does sea surface temperatures affect average rainfall in our area? Do sea surface temps and pollutants contribute to hurricane development in our area? These are just a few of the topic covered. I have 178 kids and they were in groups of 2 -3 and the topics were all over the place. On group chose to take images of nebulae and use look up tables to show where new stars were forming in different shape galaxies. WOW
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> How will you carry out this project/activity differently in the future? I intend to develop this much further. My goal is to become much more familiar with the Image J tools to allow for much more indepth analysis of topics. Creating scales, analyzing changes over time, and so many more that I see. I used one EEt about shrinking forests, but did not implement it because I didn’t understand the radar images my self. I think it would be very powerful using images of land cover, coral reefs, coast lines, etc but I need to learn much more about it.
I also will make sure that no students do the same project in a single bell.
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> What sorts of questions did student ask? What insights did they have? How proficient are students in using the dataset and/or tool of the EET chapter? How do fires in europe affect the regions air quality? How do sea surface temperatures change year to year? Has the sea ice been advancing/contracting globally? How does sea surface temperatures affect average rainfall in our area? Do sea surface temps and pollutants contribute to hurricane development in our area? These are just a few of the topic covered. I have 178 kids and they were in groups of 2 -3 and the topics were all over the place. On group chose to take images of nebulae and use look up tables to show where new stars were forming in different shape galaxies. WOW
>
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> How will you carry out this project/activity differently in the future? I intend to develop this much further. My goal is to become much more familiar with the Image J tools to allow for much more indepth analysis of topics. Creating scales, analyzing changes over time, and so many more that I see. I used one EEt about shrinking forests, but did not implement it because I didn’t understand the radar images my self. I think it would be very powerful using images of land cover, coral reefs, coast lines, etc but I need to learn much more about it.
I also will make sure that no students do the same project in a single bell.
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