Science TV: Making It Real
By Cooper-Hewitt National Design Museum, December 6, 2007
Grade Level
- High School
Category
- Design for the Other 90%
Subject Area
- Arts
- Language Arts
- Science
Lesson Time
Introduction
National Standards
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Objectives
- explore the ways science is presented in a children’s television show
- explore the connections between science and design
- conduct internet research
- analyze, evaluate, and summarize varied information sources
- create a skit
- perform a skit
Resources
- “Science TV” handout (attached)
- Cooper Hewitt Design for the Other 90% http://www.designother90.org/solutions/?exhibition=12
- http://pbskids.org/zoom/index.html
- http://pbskids.org/zoom/games/goldburgertogo/index.html
- http://pbskids.org/zoom/activities/sci/
Materials
Procedures
- What did you learn from playing “Goldburger to Go”?
- How does this game encourage problem solving?
- How does this game keep a player interested?
- What kinds of support did the game give the player?
- What are some characteristics of hands-on activities?
- What are some characteristics of interactive games?
- What are some strategies you use to problem-solve?
- What did you learn from your classmates’ skits?
- What was the most compelling skit? Why?
- How were the design innovations incorporated into the skit?
- How was problem-solving incorporated into the skit?
- What could be improved?
Assessment
- Rate the effectiveness of your group brainstorming.
- Rate the effectiveness of your research on problem-solving and science activities.
- Rate the quality of your analysis of the components you would need to create your skit.
- Rate the overall quality of your skit.
- Rate how well you were able to convey a message about problem-solving.
- Rate how well you were able to incorporate a design innovation from the Design for the Other 90% exhibition.
- Rate how well your group was able to collaborate.
- Rate your creativity.
Enrichment Extension Activities
- The Discovery Channel Mythbusters http://dsc.discovery.com/fansites/mythbusters/about/about.html
- Dragonfly TV http://pbskids.org/dragonflytv/scifair/index.html
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