Daily Goals

Finish all of my benchmarks, and send them to experts.

Daily Goals

My daily goal for today is to finish the wiki.

Someone that might benefit from the wiki is someone looking for info. Because my wiki has a lot of great information on it. So does everyone else's wikis.

Daily Goals Reflection

I achieved all of my goals today, and did more by doing social studies PBL work.

Daily Goals For 1/24

My daily goals for today are to get at least three benchmarks done.

1/19 Reflection

I feel that I have achieved my goals for today, and have done more than I though. I already have some info on my blog.

I was really focused today.

The wiki went really well I thought today.

I don't really see a need to change my focus on PBL days.

Mainly some of the benchmarks, and how to do them.

Daily Goals, January 19

Goals for today: Find information concerning my topic, and get it on a place to record it.

Daily Goals Checkout

I feel that I have finished my daily goals because I have met the goals. I think I was more focused today.

OHpedia Project Plan

OHpedia Planning form

Standard assigned (write out completely) *
Big Idea 5: Earth in Space and Time (Davis)

A.The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.

Essential Question *
How do students know what state standards they are expected to learn and are they able to demonstrate knowledge of the standards and reflect on their knowledge?

Things to include in OHpedia entry *
SC.8.E.5.1: Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.

SC.8.E.5.2: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.

SC.8.E.5.3: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.

SC.8.E.5.4: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.

SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness).

SC.8.E.5.6: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.

SC.8.E.5.7: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.

SC.8.E.5.8: Compare various historical models of the Solar System, including geocentric and heliocentric.

SC.8.E.5.9: Explain the impact of objects in space on each other including:

1. the Sun on the Earth including seasons and gravitational attraction

2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.

SC.8.E.5.10: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.

SC.8.E.5.11: Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.

SC.8.E.5.12: Summarize the effects of space exploration on the economy and culture of Florida.

List 3 Experts with Contact information *
Randy Hollinger

Dr, Dinah L. Moché
dmoche@qcc.cuny.edu

Dr. Eric Chaisson
eric.chaisson@tufts.edu

Anticipated date of completion of first draft of OHpedia entry *
2 Weeks
January 31

List websites and other sources that you have identified to use for your research *
SC.8.E.5.1: Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.
http://www.oldandsold.com/articles32n/history-outline-1.shtml
http://filer.case.edu/sjr16/advanced/stars_binvar.html

SC.8.E.5.2: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.
http://www.universetoday.com/24325/how-many-stars-are-in-galaxies/
http://www.universetoday.com/30305/how-many-galaxies-in-the-universe/

SC.8.E.5.3: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
http://www.oldandsold.com/articles32n/history-outline-1.shtml
http://www.cosmicastronomy.com/superbig.htm

SC.8.E.5.4: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.
http://www.buzzle.com/articles/how-does-gravity-work.html
http://www.cosmicastronomy.com/superbig.htm

SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness).
http://www.ehow.com/list_5916715_characteristics-star.html
http://envisat.esa.int/handbooks/gomos/CNTR1-4.htm

SC.8.E.5.6: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.
http://www.eduys.com/Sun-Internal-Structure-Model-343.html

http://www.google.com/imgres?imgurl=http://lh5.ggpht.com/_KzR8on8Tdmw/R9XYXOLr9aI/AAAAAAAADPA/VPUinloZtgo/SunStructure(StandardModel).jpg&imgrefurl=http://picasaweb.google.com/mgmirkin/physics&usg=__WHE_x35GAEy6IELcKBqb4z7hxYA=&h=600&w=600&sz=232&hl=en&start=0&zoom=1&tbnid=g3A9hruQPjU6UM:&tbnh=128&tbnw=128&ei=eX40TfXRG4K78gavhuy6CA&prev=/images%3Fq%3Dmodels%2Bof%2Bsun%2Bstructure%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1366%26bih%3D667%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=968&vpy=190&dur=1330&hovh=225&hovw=225&tx=106&ty=102&oei=eX40TfXRG4K78gavhuy6CA&esq=1&page=1&ndsp=30&ved=1t:429,r:13,s:0

SC.8.E.5.7: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
http://starryskies.com/articles/2007/11/earth-speed.html
http://www.universetoday.com/26623/how-fast-does-the-earth-rotate/

SC.8.E.5.8: Compare various historical models of the Solar System, including geocentric and heliocentric.

Models normally follow the planets in the lines around the sun.

SC.8.E.5.9: Explain the impact of objects in space on each other including:

1. the Sun on the Earth including seasons and gravitational attraction
http://physics.about.com/od/classicalmechanics/a/earthgravity.htm

2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
http://library.thinkquest.org/29033/begin/earthsunmoon.htm

SC.8.E.5.10: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
http://www.braeunig.us/space/index.htm
http://www.space.com/10625-space-spinoff-technology-handheld-vacuum.html

SC.8.E.5.11: Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.
http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html
http://science.hq.nasa.gov/kids/imagers/ems/index.html

SC.8.E.5.12: Summarize the effects of space exploration on the economy and culture of Florida.
http://www.npr.org/templates/story/story.php?storyId=88999823
http://www.braeunig.us/space/index.htm

Brainstorm ideas for designing your "standard module" *
I would like doing a wiki again. I want to make the project significant to things in the real world, like: where I would use this.

Your name (s) *
Davis

Daily Goals

My goals today are to find information, and decide what websites to use for my format of presentation.

Work Habits

I mostly found it easy to be self motivated during PBL days. At times it was a little boring listening, and just sitting down for so long. It seems uneventful at times.

Standard 5

Big Idea 5: Earth and Space in Time

The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.

I think it means that Earth is only a tiny dot in time and space. I think it will also include why earth is here and a lot about space.

1/12 Reflection

Today involved a lot of blogging, I had to work on the rubric doc to say what a good online lesson is like. I had to "code," which means taking frequently used words or phrases, and put them in groups at another location, and then explain the process and tell the definition of metacognition.

I feel like I achieved a lot of work today in terms of PBL and blogging. I plan to soon learn about my standard, and then teach it.

Metacognition

Metacognition means to know or be knowing.

To be metacognative means to know about what is happening.

OHpedia Rubric Creation

I made this by "coding" as Mrs. Amy calls it. This is done by taking words or ideas that are commonly used and forming them into groups and lists, we did this using a rubric for what Wikipedia was like.

Graphics

• Pictures

Visual Media

• Videos
• Links/Citations
• Tabs
• Side Links

Written Information

• Facts
• Titles
• Introductions

Music/Noise

• Podcasts
• Translations
• Pronunciations

Explosion Project

There is a lot I will remember about this project. Because I am asked to remember three this is a hard question, they would be: popping the popcorn, creating the video for it and updating the wiki page. These were the most fun things that I remember. Even though these were not the only things I remember.

Popping the popcorn was first, and that was interesting popping it on the stove top for the first time. This was the video footage and luck enough it was right the first time. After that I had to take what seemed like an endless stream of pictures. Then I uploaded them.

After that I created the video with this footage. I had help from Nathan and Alyssa on this part. I borrowed Alyssa's computer for iMovie, and Nathan helped me edit it. Next, was a challenge, I had to upload the video, so that took a while to download. Finally, I got it on the wiki.

My biggest memory was updating the wiki countless times. First, I had to get my information on there. Then I added my video. I updating my information next making sure it was correct. I then added another video not made by me to make it a tad more interesting.

Even though the presentation wasn't that great, I thought had some good information. The popcorn tasted great also and the video was good. Even though updating the wiki was repetitive I definitely enjoyed working on it.