Project

**//Tier III - Scientist Multimedia Research Project and Presentation//**

 * __Purpose:__** To research a 20th century scientist and create a power point presentation that includes basic biographical information, as well as, how this scientist has impacted science and everyday life.

Performance Objectives: __**SCIENCE STANDARD ARTICULATED BY GRADE LEVEL – Grade 6 **__ Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor Identify individual, cultural, and technological contributions to scientific knowledge. PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories. __** TECHNOLOGY EDUCATION STANDARDS **__ // STANDARD 1: FUNDAMENTAL OPERATIONS AND CONCEPTS // 1T-E2. Demonstrate increasingly sophisticated operation of technology components PO 2. Retrieve and save information remotely (e.g., network servers, Internet, Intranet, peripheral devices) // STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS // 3T-E3. Publish and present information using technology tools PO 1. Design and create a multimedia presentation or Web page using multiple digital sources (e.g., from camera, video, scanner, CD-ROM, Internet) PO 2. Publish or present the above production // STANDARD 5: TECHNOLOGY RESEARCH TOOLS // 5T-E1. Locate information from electronic resources PO 1. Identify electronic research resources PO 2. Define subject searching and devise a search strategy to locate information using available electronic research resources

August: *Instruct students on how to create PPT slides September: *Students generate survey questions to collect data from family *Students select questions to use in their family survey *Students use computers to generate surveys October: *Students create power point presentation about themselves including animation and backgrounds (minimum of 9 slides) *Instruct students on downloading and importing photos into PPT Students import personal, free or clip art work into PPT November: Students select mode of presentation of PPT (narrated, live or video) Students prepare presentation Students present PPT December: Review the differences between .org/.gov/.edu/.com Instruct students on how to conduct internet research/ include how to determine if a site is reliable or not Teacher will provide students lists of questions to locate answers to on the internet and a checklist to test for reliability Students will need to determine if the website is reliable or not based on a teacher provided check list. January: Class will generate list of questions about scientists (general and specific) Class will revise list of questions about scientists to include biographical, scientific specialty and impact on life/society Teacher will supply list of scientists and students will choose their scientist (no more that 2 students per scientist) Students will conduct internet research to locate biographical information and answer higher level questions February: Teacher will create rubric with students Students will begin creation of PPT on scientist using rubric as reference March: Students will present PPT of scientist
 * Timeline** **and Activities**
 * Students create 2 power point slides with animation and background on teacher provided material
 * Students collect informational data from family members based on the questions they selected

Multimedia Project : Scientist Power Point Presentation

 * Mrs. Harvey**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * use of time || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so. ||
 * Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||
 * required elements || Storyboard included all required elements as well as a few additional elements. || Storyboard included all required elements and one additional element. || Storyboard included all required elements. || One or more required elements was missing from the storyboard. ||
 * Sequencing of Information || Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. || Most information is organized in a clear, logical way. One card or item of information seems out of place. || Some information is logically sequenced. An occassional card or item of information seems out of place. || There is no clear plan for the organization of information. ||
 * text font choice and formatting || Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. || Font formats have been carefully planned to enhance readability. || Font formating has been carefully planned to complement the content. It may be a little hard to read. || Font formatting makes it very difficult to read the material. ||
 * accuracy || All content throughout the presentation is accurate. There are no factual errors. || Most of the content is accurate but there is one piece of information that might be inaccurate. || The content is generally accurate, but one piece of information is clearly flawed or inaccurate || Content is typically confusing or contains more than one factual error, or information is missing. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentaion content. ||
 * Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. ||
 * Mechanics || No misspellings or grammatical errors. || Three or fewer misspellings and/or mechanical errors. || Four misspellings and/or grammatical errors. || More than 4 errors in spelling or grammar. ||
 * Oral Presentation || Interesting, well-rehearsed with smooth delivery that holds audience attention. || Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. || Delivery not smooth, but able to hold audience attention most of the time. || Delivery not smooth and audience attention lost. ||
 * Permissions || All permissions to use graphics "borrowed" from web pages or scanned from books have been requested, received, printed and saved for future reference. || All permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received. || Most permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received. || Permissions were not requested for several graphics "borrowed" from web pages or scanned from books. ||