Conecting Learning and Standards - Monroe



Connecting Learning and StandardsMonroe #1 BOCES Technology Services Steve Orcutt steve_orcutt@boces.monroe.edu15 Linden Park, Rochester, NY 14625585-249-7890 Table of ContentsGreen Machine Mobile Lab Scenarios4Connecting Learning and Standards6Standards and Practice: Student Outcomes 11Hiker Scenario12Great Lakes Mystery Scenario14Applied Standards in Practice15Hiker Scenario16Great Lakes Mystery Scenario18Green Machine Mobile Lab Program Guidelines24Scheduling and Contact Information26Mobile Lab ScenariosMonroe #1 BOCES Technology Services has designed an interactive mobile science laboratory that provides state-of-the-art technology in a curriculum-rich environment. The laboratory is arranged with specific stations designed to solve a problem by students working as a team. The laboratory includes five workstations complemented by five stations set up in the school building. Students assigned to these stations work together in a specified scenario in order to solve a mystery.The purpose of the Green Machine laboratory is to promote, strengthen and demonstrate learning through rich content that integrates content across curricula. Today's students gain maximum benefit when their learning experiences are interactive, challenging, and hands-on with team building that reinforces curriculum standards.Two different scenarios are available for students in Grades 4-5-6.Hiker ScenarioDesigned for 4th-5th GradeThe Scientific Bureau of Investigation (SBI) Team receives a call that a hiker has been found in a nearby area, unconscious, and with no identification or cell phone. The SBI Team enlists the help of students to research and investigate information about the hiker and the contents of her backpack. Students are briefed on five areas of research located in the Green Machine and the corresponding areas setup in a satellite location in the school. They are assigned to one of five teams: Zoology, Ecology, Medical, CSI, or Geography. Each team works in both the Green Machine and in the satellite location during the course of the investigation.The program is flexible so that a group of grade-level students can work through the investigation either in one day or over several days. When the case is ready to be wrapped up, the SBI Team gathers the students together and leads the students through the data collected and results from the students’ research. The team is able to establish a chain of circumstances about the hiker’s recent activities and discover her identity.Great Lakes Mystery ScenarioDesigned for 6th GradeWhat is causing Merganser ducks to die in the Great Lakes region? The Scientific Bureau of Investigation (SBI) Team is called in to research and determine potential causes leading to the decline of the Merganser duck population. Students research and investigate probable causes to find out if a single factor or multiple factors are at work. Six areas of research are located in the Green Machine with corresponding areas setup in a satellite location in the school. Students participate in one of the areas: Hydrology, Meteorology, Biology, Ecology, Chemistry, and Energy. Once assigned to a team, the students work in both the Green Machine and in a satellite location set up in the school building to begin their research.The program is flexible so that a group of grade-level students can work through the investigation either in one day or over several days. When the case is ready to be wrapped up, the SBI Team gathers the students together and leads the students through the data collected and results from the students’ investigation. Can the Great Lakes Mystery be solved?centerbottom00The Green Machine Mobile Lab: Connecting Learning and StandardsMonroe #1 BOCES Technology Services has designed The Green Machine, an interactive mobile laboratory that provides state-of-the-art technology in a curriculum-rich environment. Like the BoSAT Elementary Science kits, The Green Machine is a resource for the classroom teacher to aid in the implementation of a “hands on” approach to teaching elementary science. As a mobile laboratory, the lab comes to the school equipped with a SMART Board, digital microscopes, laptop computers, scientific equipment and supplies needed. Supporting the CurriculumAll of the science and research activities in The Green Machine are designed by local school district educators. They are aligned to standards and focus on individual district curricular needs, with different scenarios targeting students in Grades 4-5-6.STANDARDS AND SKILLSCommon Core ELA-Literacy Grade 4Grade 5Grade 6Comprehension and Collaboration: HYPERLINK "" CCSS.ELA- Literacy.SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on?grade 4 topics and texts, building on others' ideas and expressing their own clearlyComprehension and Collaboration: HYPERLINK "" CCSS.ELA- Literacy.SL.5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on?grade 5 topics and texts, building on others' ideas and expressing their own clearly.Speaking and Listening – Comprehension and Collaboration CCSS.ELA-Literacy.SL6.1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.ContinuedGrade 4Grade 5Grade 6Reading: Informational Text – CCSS.ELA-LITERACY.RI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Reading: Informational Text – CCSS.ELA- Literacy.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Reading: Informational Text – Key Ideas and Details CCSS.ELA-Literacy.RI.6.1.Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Informational Text – Craft and Structure: HYPERLINK "" CCSS.ELA-LITERACY.RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a?grade 4 topic or subject areaReading: Informational Text – Craft and Structure: HYPERLINK "" CCSS.ELA-LITERACY.RI.5.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject areaReading: Informational Text – Craft and Structure CCSS.ELA-Literacy.RI.6.4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.Range of Reading and Level of Text Complexity: HYPERLINK "" CCSS.ELA-LITERACY.RI.4.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the rangeRange of Reading and Level of Text Complexity: HYPERLINK "" CCSS.ELA-LITERACY.RI.5.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.Range of Reading and Level of Text Complexity: HYPERLINK "" CCSS.ELA-LITERACY.RI.6.10By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.Standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards.?Science and Technical Subjects – Key Ideas and Details CCSS.ELA-Literacy.RST.6-8.3Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.lefttop00NEW YORK STATE SCIENCE CORE CURRICULUMElementary Science (K-4) Intermediate Level Science (5-8)Science process skills should be based on a series of discoveries. Students learn more effectively when they have a central role in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Intermediate Core Curriculum a student-centered, problem-solving approach to intermediate science. STANDARD 1 – Analysis, Inquiry, and DesignStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.STANDARD 2 – Information SystemsStudents will access, generate, process, and transfer information, using appropriate technologies.STANDARD 6 – Interconnectedness: Common ThemesStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.STANDARD 7 – Interdisciplinary Problem SolvingStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.1314450582739500lefttop00NEXT GENERATION SCIENCE STANDARDSThe Next Generation Science Standards (NGSS) are composed of the?three dimensions – Practices, Crosscutting Concepts, and Disciplinary Core Ideas – from the?National Research Council’s (NRC) Framework. The Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based,?model?and?theory building enterprise that continually extends, refines, and revises knowledge. NEXT GENERATION SCIENCE STANDARDSFramework PracticesPractice 4: Analyzing and Interpreting DataCollecting and Analyzing and Communicating Scientific Data to inspire students to consider careers in STEM.Use spreadsheets, databases, tables, charts, graphs, statistics, mathematics, and information and computer technology to collate, summarize, and display data and to explore relationships between variables.Practice 5: Using Mathematics and Computational ThinkingUse grade-level-appropriate understanding of mathematics and statistics in analyzing data.Practice 7: Engaging in Argument from EvidenceConstruct a scientific argument showing how data support a claim.Practice 8: Obtaining, Evaluating, and Communicating InformationCommunicating in written or spoken form is another fundamental practice of science; it requires scientists to describe observations precisely, clarify their thinking, and justify their arguments.Evaluate individual and group communication for clarity, and work to improve communications.Practice in interpreting tables, diagrams, and charts and coordinating information conveyed by them with information in written text.Learn technical terms but also more general academic language, such as “analyze” or “correlation,” which are not part of most students’ everyday vocabulary and thus need specific elaboration if they are to make sense of scientific text.37719001809750021st CENTURY SKILLSThe elements described are the knowledge, skills, and expertise students should master to succeed in work and life in the 21st century.Problem Solving and Critical ThinkingCommunication and CollaborationFlexibility and AdaptabilityInitiative and Self-DirectionProductivity and AccountabilityInformation, Communications and Technology (ITC) Literacycenter394036500STANDARDS IN PRACTICE: Student Outcomes The effectiveness of the Green Machine program is that the scenario encompasses a range of standards and skills for both ELA and Science while extending the students’ experience for college and career readiness.The concept of the Green Machine is embedded in the context of the existing curriculum and standards framework. It is a dynamic learning environment which may be used as a tool to capture student interest and provide a context for formative and summative evaluation for the school year. The following section provides examples of learning activities and alignment to standards based on the roles and learning activities in the Green Machine scenarios.Green Machine Stations and Research AreasHiker ScenarioDesigned for 4th-5th GradeTeamGreen MachineSatellite FacilityZoologyBug and Animal Bite,Hair AnalysisThe unidentified hiker has multiple bug and animal bites which require identification. What types of animals has the hiker encountered?The team uses comparative analysis relies on a medical dictionary of animal characteristics, traits, and descriptions to characterize the hiker’s wounds.Samples of hair samples from the hiker’s clothing need to be identified. What are the sources of the hair samples? If they are from animals, do those animals carry diseases?Students use microscope to identify and eliminate sources of the hair, as well as bugs which may be carried by different animals.EcologyWater Analysis, Peregrine FalconWhat’s in the water? The bottle of water found inside the hiker’s backpack is anything but clear and certainly does not look drinkable. Could water contamination be factor leading to her unconscious state? The Ecology Team performs a series of test to determine total dissolved solids, presence of lead, and presence of nitrates.One of the items found in the hiker’s back pack is a book about birds, particularly the Peregrine Falcon. Could the hiker’s interest in lead to more information about her whereabouts and identity? The Ecology team researches the habitat and habits of the falcon and the environmental challenges in recent years.MedicalBones and X-rays, Blood PressureWhat injuries does the hiker have? A set of x-rays shows multiple broken bones which the team needs to identify by their medical names, along with reasoning if the fractures occurred by blunt force trauma or impact trama.The teams has access to medical terms for the broken bones as the team examines the x-rays and type of fractures.In a high-paced investigation, blood pressure gives one indication of a person’s metabolism. What is blood pressure and how is the ratio of numbers interpreted? Students on the team take their own blood pressure and that of their teammates to evaluate systolic and diastolic values.All data stays with the students and is for informational purposes only.Green Machine Stations and Research Areas - ContinuedHiker ScenarioDesigned for 4th-5th GradeTeamGreen MachineSatellite FacilityCSIMystery Powder, FingerprintsA succession of tests performed by the class to narrows down the properties of a mysterious white powder. Preliminary tests have determined the powder is not an illegal substance.Tests include: acid/base, chemical identity, and chemical uses for the identified substance.The team learns the basic identification features of fingerprints by recording their own fingerprints and those of their teammates. A set of unidentified fingerprints is given to the students to determine a match by comparison. All documents are returned to the students for informational purposes only.GeographyGoogle Earth Locator, Map WaypointsPictures obtained from the hiker’s camera were taken in different locations. Is there a way to identify features in the picture that can pinpoint these locations and how they might be connected?The Geography team uses an ipad application, Google Earth, to track down and identify place the hiker has visited in her travels.What does a series of maps tell the team about the hiker’s travels? Maps of areas in New York state provide details about waypoints, landmarks, and geographical features in the state.Reading maps has the team calculating distances, reading latitude and longitude to interpret the areas of interest for the hiker.12077706720205Green Machine Stations and Research AreasGreat Lakes Mystery ScenarioDesigned for 6th GradeTeamGreen MachineSatellite FacilityHydrologyGround Water Contaminants,Water DrainageCould the chemicals in a well lead to groundwater contamination? Investigating ground water movement and chemical storage will provide the evidence.Pollutants get into lakes and streams in a variety of ways. Is the water runoff from farms and roads a contributing factor? An enviroscape model simulates the related factors.MeteorologyWeather Patterns, Climate ChangeWeather conditions, including violent storms, can change local lake conditions. Observing and measuring weather conditions can determine the extent of these effects.The Great Lakes region has a complex set of ecosystems. Climate change can create threats to wildlife through a range of potential threats. BiologyToxicity, AdaptationsWhat organisms can be seen and identified in the water? Certain organisms can lead to toxicity. What levels of toxicity are evident?Adaptations on birds’ feet are suited to a particular environment. What can be learned by comparing and contrasting different characteristics?EcologyFood Chain, Energy PyramidFood chains start with a base organism (producer) and vary in length. Studying a food chain is a way to trace the pathways and biomagnification of contaminants. An energy pyramid models how energy flows through a food chain. The model represents the amount of energy transferred and lost from lower to higher levels. ChemistryContaminates, Cause and EffectWhat’s in the water? Evaluating pH, total dissolved solids, and the presence of contaminates characterizes the quality of the water source.The presence, quantity, and accumulation of contaminants can adversely affect a food chain. Are the levels of contaminates within safe parameters?Energy StationTransfer of EnergyThe ability of a system to produce work is demonstrated through the use of a stationary bike. Students determine energy transformations as well as sources of energy use, transformation, and production in the Green Machine.STANDARDS IN PRACTICE-2476590424000The three key shifts in English Language Arts (ELA) Common Core (Regular Practice with complex texts and their academic language; Reading, writing and speaking grounded in evidence from texts, both literal and informational; Building content through content-rich non-fiction) reflect the skills and knowledge students will need to succeed in college, career, and life. Listed below are examples of Common Core Standards connected and supported by the Green Machine Mobile Lab. The following are key shifts called for by the Common Core:Regular practice with?complex texts?and their academic languageThe ELA/literacy standards highlight the growing complexity of the texts students must read to be ready for the demands of college, career, and life. Closely related to text complexity and inextricably connected to reading comprehension is a focus on academic vocabulary: words that appear in a variety of content areas (such as?ignite?and?commit). Reading, writing, and speaking?grounded in evidence from texts, both literary and informationalThe Common Core emphasizes using evidence from texts to present careful analyses, well-defended claims, and clear information. The reading standards focus on students’ ability to read carefully and grasp information, arguments, ideas, and details based on evidence in the text. Students should be able to answer a range of?text-dependent?questions, whose answers require inferences based on careful attention to the text.Building knowledge?through content-rich nonfictionStudents must be immersed in information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers and be prepared for college, career, and life. Informational texts play an important part in building students’ content knowledge. Further, it is vital for students to have extensive opportunities to build knowledge through texts so they can learn independently.APPLIED STANDARDS IN PRACTICE Hiker ScenarioDesigned for 4th-5th GradeTeamSkill Set ApplicationStandards Application ExampleGrade 4Grade 5ZoologyBug and Animal Bite,Hair AnalysisObserve, Interpret, ClassifyCCSS.ELA-LITERACY.RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it SS.ELA-LITERACY.RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.EcologyWater Analysis, Peregrine FalconObtain and Evaluate Data, InferCCSS.ELA-LITERACY.RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the SS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.MedicalBones and X-rays,Blood PressureInterpret Data, Communicate InformationCCSS.ELA-LITERACY.RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it SS.ELA-LITERACY.RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.STANDARDS IN PRACTICEHiker ScenarioDesigned for 4th-5th Grade - ContinuedTeamSkill Set ApplicationStandards Application ExampleGrade 4Grade 5CSIMystery Powder, FingerprintsInterpret Data, ExperiementCCSS.ELA-LITERACY.RI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the SS.ELA-LITERACY.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.GeographyGoogle Earth Locator,Map WaypointsAnalyze and Interpret Data, Communicate InformationCCSS.ELA-LITERACY.RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a?grade 4 topic or subject SS.ELA-LITERACY.RI.5.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject area.STANDARDS IN PRACTICEGreat Lakes Mystery ScenarioDesigned for 6th GradeTeamSkill Set ApplicationStandards Application ExampleHydrologyGround Water Contaminants,Water DrainageObserve and Interpret, Make PredictionsCCSS.ELA-LITERACY.RST.6-8.3Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.MeteorologyWeather Patterns, Climate ChangeEvaluate and Interpret DataCCSS.ELA-LITERACY.RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).BiologyToxicity, AdaptationsClassify and Observe, Infer CCSS.ELA-LITERACY.RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.EcologyFood Chain, Energy PyramidInterpret Data, Infer, Communicate InformationCCSS.ELA-LITERACY.RST.6-8.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to?grades 6-8 texts and topics.ChemistryContaminates, Cause and EffectPerform Experiments, Analyze DataCCSS.ELA-LITERACY.RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts.Energy StationTransfer of EnergyPerform Experiments, Observe, Interpret DataCCSS.ELA-LITERACY.RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.Next Generation Science Standards - Science and Engineering Practices 507682529527500A Science Framework for K-12 Science Education expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows: Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218) The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Listed below are examples of the practices of science and engineering the Framework identifies based on the Green Machine Mobile Lab. 3-5.ETS1???Engineering Design Students who demonstrate understanding can: 3-5-ETS1-1.Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.3-5-ETS1-2.Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.The performance expectations above were developed using the following elements from the NRC document A Framework for K- 12 Science Education:Science and Engineering Practices Asking Questions and Defining ProblemsAsking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)Disciplinary Core Ideas ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)ETS1.B: Developing Possible SolutionsResearch on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)ETS1.C: Optimizing the Design SolutionDifferent solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)Crosscutting Concepts Influence of Science, Engineering, and Technology on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2) Articulation of DCIs across grade-levels:K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.A (3-5-ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3) Evidence statements463551026795The K–5 NGSS Evidence Statements provide detail on what students should know and be able to do in order to satisfy each performance expectation (PE) at the end of instruction. Mobile Lab Program Guidelines The mobile laboratory operates at fast and fun pace. Our teachers are well qualified to handle all types of learning styles and will be able to accommodate a range of educational goals and needs. In order to offer your students the best possible experience, we need to make certain that we have ample time to set-up, reset and prepare. For this reason, we have established a schedule that allows us to offer you the best program.The first day requires a significant amount of set-up. For this reason, we cannot begin until 8:30am. On subsequent days, we can begin working with students at 8:15am. Program RequirementsSchools are asked to provide the following:An agenda for the day that includes start/end times, names of participating teachers and their classroom numbersA secured environment for the Satellite Lab set up in the building for the number of days we’ll be working with you. An area of the Library or a large meeting room is best. The room will need tables, chairs and outlets in order to accommodate 6 different workstations and laptops (provided).On the final day, a cafeteria, gymnasium or multi-purpose room where all of the participating classes can meet to “solve the case.” Allow approximately 15 minutes for this part of the programSchedulingAllow 75 minutes per class with a maximum of 3 classes per day. The scenario begins when the students are given an orientation and details of the investigation in their classroom. We come to you!!Classroom Orientation Time: 10 minutes.After the orientation, ? class begins in the mobile lab and ? class begins in the satellite room within the building. The teams switch assignments midway through the allocated time so that the Satellite team goes to the Mobile lab and the Mobile Lab team goes to the Satellite area.On the final day, allow 15 minutes after the last scheduled class to sharing the findings. **Please allow a minimum of 30 minutes between class experiences. We must restock supplies, clean and reset experiments. A lunch break for our teachers is appreciated!**center538830700SCHEDULING AND CONTACT INFORMATION42017951091565The Green Machine Mobile Lab gives students an opportunity to use Math, Science, and Technology in an authentic learning environment. The interactive mobile science laboratory provides state-of-the-art technology in a curriculum-rich environment. The laboratory is arranged with specific stations designed to solve a problem by students working as a team. The purpose of the Green Machine laboratory is to promote, strengthen and demonstrate learning through rich content that integrates content across curricula. Today's students gain maximum benefit when their learning experiences are interactive, challenging, and hands-o n with team building that reinforces curriculum standards.67945293116000The experience makes science and math fun and inspirational for youngsters by giving them a chance to explore careers related to Math, Science, and Technology. Students work cooperatively to solve problems and tasks which are based on the New York State Assessments in Science. By tying into current events and using the newest educational technology, the Green Machine strives to have a positive impact on student learning.If you have not had an opportunity to see the Green Machine, call to schedule a tour or we will bring it to your school district parking lot for a demonstration. It’s an opportunity for you to go through each station and experience the program for yourself.To Schedule:If you are from a school district in New York State, contact Debra Croce at debra_croce@boces.monroe.edu or 585-249-7063 for pricing and scheduling information.All others, information is available through the Center for Interactive Learning and Collaboration website at under “Content Provider Programs”.Contact Steve Orcutt at steve_orcutt@boces.monroe.edu or (585) 249-7890 for more information about programs and curriculum.Challenger Learning Center Monroe #1 BOCES Technology Services Steve Orcutt 15 Linden Park, Rochester, NY 14625 585-249-7890 ................
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