Science TV: Making It Real
By Cooper-Hewitt National Design Museum, December 6, 2007
- High School
- Design for the Other 90%
- Language Arts
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
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.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
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:
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:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
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:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Range of Writing:
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:
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.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
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.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- 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
- “Science TV” handout (attached)
- Cooper Hewitt Design for the Other 90% http://www.designother90.org/solutions/?exhibition=12
- 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?
- 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