Students findings will be presented to the entire class at the end of the project.
Students will use the Internet and e-mail to communicate with other scientists, experts, educators, and institutions around the world.
Students will share information with each other to help set and guide their projects.
Students in each class will work collaboratively with each other.
Different teams within the classroom will work on each of the five different topics. This learning environment will require the five different topics. This learning environment will require much technology. Students will utilize available technology in their research.
This project will last for three weeks. It will be divided into three one-week periods. Each weekly unit will be ended with reflection on accomplishments and directions of the study units.
Students will select a topic they want to study in greater detail (example: nuclear medicine) from the list of topics provided.
Students will use the Internet to research the selected topic.
Students will communicate and receive information through e-mail.
Students will need to choose critically to what their team will present.
Students will need to answer the question "What happened to the nuclear promise?"
The students will be presented with a designed historical letter sent in 1953 to President Dwight Eisenhower. The students will read the letter and carry on a discussion about the content. Their goals will be to form teams, investigate, and report an answer to the question "What happened to the nuclear promise?"
Five teams of students will choose from five topics. The topics include: nuclear vessels, nuclear power, nuclear weapons, nuclear medicine and biodomes.
The team will further subdivide their topic and assign responsibility to members. What will ultimately by presented will be the sole decision of the team as a whole.
The teams will meet once a week in a general session to discuss issues and problems the team members have encountered during the previous week of study. The teacher will be the moderator for these discussions.
The final product will be a collaborative presentation on present day state of nuclear power, nuclear medicine, nuclear weapons, nuclear vessels and transportation, and biodomes. This will include an oral presentation to the class, a group portfolio, and individual journals.
E-mail communications(students, scientists, and experts)
Internet, electronic encyclopedias
Electronic equipment used in lab investigations
Involves the teacher's observation of students working as a general group, a team, and individuals. This will also extend to the work being done on the final presentation.
Review the student's group and individual work will assess the progress.
The product will be evalvated by these criteria: "not at all", "partial" and "complete" using the rubric
If students are engaged in this project, the class will provide a successful and informative presentation
Their journals will include many entries and critical evaluations
This is to be a dynamic project. If some aspect of the project doesn't seem to be working the way it should then changes should be made to the project as a whole
State of Wisconsin-Dept of Public Instruction
Wisconsin Model Academic Standards
A.12.2, A. 12.5, A 12.7,
B. 12.3, B.12.4,
C. 12.1, C.12.2, C. 12.3, C.12.4, C. 12.6, C.12.7,
D.12.2, D.12.3, D. 12.7, D. 12.8, D.12.10, D.12.12,
E.12.1, E. 12.4,
G. 12.3, G. 12.5,
H.12.1, H. 12.2, H.12.5
Author: Phil Parker
School: Rufus King High School, Milwaukee, WI
Created: March 1, 1999 - Updated: May 5, 1999