This is a lesson plan to introduce the 5 Themes of Geography. Students will take notes on the 5 Themes and apply them to their school as a whole class. Students will have this example to refer back to when they eventually move on to applying the 5 Themes to where they live!
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This course is a continuation of 24.951. This semester the course topics of interest include movement, phrase structure, and the architecture of the grammar.
" This studio will investigate the social, programmatic, tectonic and phenomenological performance and character of a student gathering place on the MIT campus. Whether it is simply for socializing or for more specific events, the student gathering place will serve as a refuge from the vigorous educational environment of the Institute, and it will reinforce a critical sense of "place" through the almost logical organization of its program. The place will foster a casual discovery of "being": a reflection upon the student's own existence based upon participation in group events and an intellectual attitude toward acting. To create a space that inspires, rather than imposes: such a discovery is the foremost challenge of this studio."
Students learn how to build simple piezoelectric generators to power LEDs. To do this, they incorporate into a circuit a piezoelectric element that converts movements they make (mechanical energy) into electrical energy, which is stored in a capacitor (short-term battery). Once enough energy is stored, they flip a switch to light up an LED. Students also learn how much (surprisingly little) energy can be converted using the current state of technology for piezoelectric materials.
This lesson will teach students how to do research and then get them to collaborate on creating movement based on what they have learned. Students will be placed in groups of 3. They will work on this project over the course of 4 - 1.30 class periods.
Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs. Students relate the skeleton as a structural system, focusing on the leg as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials and sensors.
This subject provides an introduction to fluid mechanics. Students are introduced to and become familiar with all relevant physical properties and fundamental laws governing the behavior of fluids and learn how to solve a variety of problems of interest to civil and environmental engineers. While there is a chance to put skills from Calculus and Differential Equations to use in this subject, the emphasis is on physical understanding of why a fluid behaves the way it does. The aim is to make the students think as a fluid. In addition to relating a working knowledge of fluid mechanics, the subject prepares students for higher-level subjects in fluid dynamics.
This unit covers the broad spectrum of topics that make-up our very amazing human body. Students are introduced to the space environment and learn the major differences between the environment on Earth and that of outer space. The engineering challenges that arise because of these discrepancies are also discussed. Then, students dive into the different components that make up the human body: muscles, bones and joints, the digestive and circulatory systems, the nervous and endocrine systems, the urinary system, the respiratory system, and finally the immune system. Students learn about the different types of muscles in the human body and the effects of microgravity on muscles. Also, they learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts' bones. In the lessons on the digestive, circulatory, nervous and endocrine systems, students learn how these vital system work and the challenges faced by astronauts whose systems are impacted by spaceflight. And lastly, advances in engineering technology are discussed through the lessons on the urinary, respiratory and immune systems while students learn how these systems work with all the other body components to help keep the human body healthy.
In this open-ended, hands-on activity that provides practice in engineering data analysis, students are given gait signature metric (GSM) data for known people types (adults and children). Working in teams, they analyze the data and develop models that they believe represent the data. They test their models against similar, but unknown (to the students) data to see how accurate their models are in predicting adult vs. child human subjects given known GSM data. They manipulate and graph data in ExcelÂ® to conduct their analyses.
Students' eyes are opened to the value of creative, expressive and succinct visual presentation of data, findings and concepts. Student pairs design, redesign and perform simple experiments to test the differences in thermal conductivity (heat flow) through different media (foil and thin steel). Then students create visual diagrams of their findings that can be understood by anyone with little background on the subject, applying their newly learned art vocabulary and concepts to clearly communicate their results. The principles of visual design include contrast, alignment, repetition and proximity; the elements of visual design include an awareness of the use of lines, color, texture, shape, size, value and space. If students already have data available from other experiments, have them jump right into the diagram creation and critique portions of the activity.
While learning about volcanoes, magma and lava flows, students learn about the properties of liquid movement, coming to understand viscosity and other factors that increase and decrease liquid flow. They also learn about lava composition and its risk to human settlements.
Gait analysis is the study of human motion that can be utilized as biometric information or identification, for medical diagnostics or for comparative biomechanics. In this activity, students observe walking human subjects and then discuss parameters that could be used to characterize walking gaits. They use accelerometers to collect and graph acceleration vs. time data that can help in gait analysisâall part of practicing the engineering data analysis process. Students complete this activity before learning the material presented in the associated lesson.
The human body is rarely static and its component parts, especially in the limbs, are dynamic entities anatomical language. Therefore has a special set of terms to denote the direction of movement of the various body parts.
Twister provides an excellent opportunity to discuss shared responsibilities at home/school as well as to demonstrate working together in a "movement" situation. Young children will enjoy the movement involved while learning directional words, such as right, left, etc. This lesson incorporates literature, technology, and motor skills.
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- Ann Sumners
- Date Added:
Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object and determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Driving Question: Can I as “Science Investigator”, engineer and design,
a way to move an object without using my hands or feet?
Learn about position, velocity, and acceleration in the "Arena of Pain". Use the green arrow to move the ball. Add more walls to the arena to make the game more difficult. Try to make a goal as fast as you can.
Students learn how volume, viscosity and slope are factors that affect the surface area that lava covers. Using clear transparency grids and liquid soap, students conduct experiments, make measurements and collect data. They also brainstorm possible solutions to lava flow problems as if they were geochemical engineers, and come to understand how the properties of lava are applicable to other liquids.
In this lesson, students apply a geographer’s framework to the migration of women who leave Latin America and enter the United States without legal documentation. Students explore the motivation for movement among their peers and then compare their classmates’ experiences with those of some of the women profiled.
This lesson covers the topic of muscles. Students learn about the three different types of muscles in the human body and the effects of microgravity on muscles. Students also learn how astronauts need to exercise in order to lessen muscle atrophy in space. Students discover what types of equipment engineers design to help the astronauts exercise while in space.
This is a collection of downloadable video clips on the theme of Movement of People and Goods, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "Border Jumpers" (2005).
This activity helps students learn about the three different types of muscles and how outer space affects astronauts' muscles. They will discover how important it is for astronauts to get adequate exercise both on Earth and in outer space. Also, through the design of their own microgravity exercise machine, students learn about the exercise machines that engineers design specifically for astronaut use.
Surveys general principles and specific examples of motor control in biological systems. Emphasizes the neural mechanisms underlying different aspects of movement and movement planning. Covers sensory reception, reflex arcs, spinal cord organization, pattern generators, muscle function, locomotion, eye movement, and cognitive aspects of motor control. Functions of central motor structures including cerebellum, basal ganglia, and cerebral cortex considered. Cortical plasticity, motor learning and computational approaches to motor control, and motor disorders are discussed.
In this lesson, students will explore motion, rockets and rocket motion while assisting Spacewoman Tess, Spaceman Rohan and Maya in their explorations. They will first learn some basic facts about vehicles, rockets and why we use them. Then, the students will discover that the motion of all objects including the flight of a rocket and movement of a canoe is governed by Newton's three laws of motion.
The sensing, thinking, moving body is the basis of our experience in the world; it is the very foundation on which cognitive intelligence is built. Physical Intelligence, then, is the inherent ability of the human organism to function in extraordinary accord with its physical environment. This class--a joint DAPER/ME offering for both PE and academic credit--uses the MIT gymnastics gym as a laboratory to explore Physical Intelligence as applied to ME and design. Readings, discussions and experiential learning introduce various dimensions of Physical Intelligence which students then apply to the design of innovative exercise equipment.
For all of the bodies attached to the many great minds that walk the Institute's halls, in the work that goes on at MIT the body is present as an object of study, but is all but unrecognized as an important dimension of our intelligence and experience. Yet the body is the basis of our experience in the world; it is the very foundation on which cognitive intelligence is built. Using the MIT gymnastics gym as our laboratory, the Physical Intelligence activity will take an innovative, hands-on approach to explore the kinesthetic intelligence of the body as applicable to a wide range of disciplines. Via exercises, activities, readings and discussions designed to excavate our physical experience, we will not only develop balance, agility, flexibility and strength, but a deep appreciation for the inherent unity of mind and body that suggests physical intelligence as a powerful complement to cognitive intelligence.
Students learn about a fascinating electromechanical coupling called piezoelectricity that is being employed and researched around the world for varied purposes, often for creative energy harvesting methods. A PowerPoint(TM) presentation provides an explanation of piezoelectric materials at the atomic scale, and how this phenomenon converts mechanical energy to electrical energy. A range of applications, both tested and conceptual, are presented to engage students in the topic. Gaining this background understanding prepares students to conduct the associated hands-on activity in which they create their own small piezoelectric "generators."
This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.The National Standards and Grade-Level Outcomes in this unit are referenced from the "National Standards & Grade Level Outcomes for K-12 Physical Education."SHAPE America Outcomes:KindergartenPerforms locomotor skills in response to teacher-led creative dance. (S1.E5.K)Maintains momentary stillness on different bases of support. (S1.E7.Ka)Forms wide, narrow, curled and twisted body shapes. (S1.E7.Kb)Contrasts the actions of curling and stretching. (S1.E10.K)Travels in general space with different speeds. (S2.E3.K)Recognizes that when you move fast, your heart beats faster and you breathe faster.3 (S3.E3.K)Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)Identifies physical activities that are enjoyable. (S5.E3.Ka)Grade OneCombines locomotor and nonlocomotor skills in a teacher- designed dance. (S1.E5.1)Maintains stillness on different bases of support with different body shapes. (S1.E7.1)Demonstrates twisting, curling, bending and stretching actions. (S1.E10.1)Differentiates between fast and slow speeds. (S2.E3.1a)Differentiates between strong and light force. (S2.E3.1b)Identifies the heart as a muscle that grows stronger with exercise, play and physical activity. (S3.E3.1)Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1)Describes positive feelings that result from participating in physical activities. (S5.E3.1a)Grade TwoPerforms a teacher- and/or student- designed rhythmic activity with correct response to simple rhythms. (S1.E5.2)Balances on different bases of support, combining levels and shapes. (S1.E7.2a)Differentiates among twisting, curling, bending and stretching actions. (S1.E10.2)Combines balances and transfers into athree-part sequence (i.e., dance, gymnastics). (S1.E11.2)Varies time and force with gradual increases and decreases. (S2.E3.2)Identifies physical activities that contribute to fitness. (S3.E3.2b)Practices skills with minimal teacher prompting. (S4.E1.2)Identifies physical activities that provide self-expression (e.g. dance, gymnastics routines, practice tasks in games environments). (S5.E3.2)Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.
This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.
Putting a graph on the floor using painters tape students practice translation, rotation, reflection,dilation, by doing these concepts to themselves while standing in the graph.
In this lesson, students will create movement patterns that express information about the basic systems, organs, and processes of the human body.
Students learn the value of writing and art in science and engineering. They acquire vocabulary that is appropriate for explaining visual art and learn about visual design principles (contrast, alignment, repetition and proximity) and elements (lines, color, texture, shape, size, value and space) that are helpful when making visual aids. A PowerPoint(TM) presentation heightens students' awareness of the connection between art and engineering in order to improve the presentation of results, findings, concepts, information and prototype designs. Students also learn about the science and engineering research funding process that relies on effective proposal presentations, as well as some thermal conductivity / heat flow basics including the real-world example of a heat sink which prepares them for the associated activity in which they focus on creating diagrams to communicate their own collected experimental data.
After students have complete the associated activity to collect and graph acceleration data from walking human subjects, they learn more about gait analysis---the study of human motion, which is used as biometric data for human medical diagnostics and (non-human) comparative biomechanics. They learn about the steps that comprise the universal process of engineering analysisâdata collection, data analysis, mathematical modeling and reportingâand consider how these steps could be applied to analyze a person's gait, which prepares them to conduct the second associated activity.
This article describes ways to supplement a science unit on the water cycle with the book Water Dance by Thomas Locker. Ideas for art, writing, poetry, and creative movement are included.
- Material Type:
- Lesson Plan
- Ohio State University College of Education and Human Ecology
- Provider Set:
- Beyond Penguins and Polar Bears: An Online Magazine for K-5 Teachers
- Jessica Fries-Gaither
- Date Added: