From: Chris Rowan <crowan@ies.net>
Subject: Integrating LFM, Progress Report on _Columbia II_, and Promoting PTK
Date: Sun, 27 Oct 1996 23:15:16 -0600
Hello everyone,
This has been a very exciting week for me because I did what I always
wanted to do but could never seem to summon enough courage - I put away
the textbooks and am using "Live From Mars" to teach all (almost)
subject areas.
HOW AM I INTEGRATING LFM?
Math:
* Same old thing (our district bought into the Sharon Wells method, so
I kinda have to stick to _her_ timeline)
* Most LFM activities have a strong math component
Science:
* Readings and activities from the JPL "Mars Exploration" booklet and
"Live From Mars" teacher's guide
* Associated NASA videos
* Relevant video, images, and lessons on Optical Data
* Relevant computer software (such as JPL's "Mars Navigator," which is
the most popular CD-ROM in class now)
* Educational Space Simulations (first sim tentatively scheduled for
November 5; about 50/50 chance)
* Work together to generate plausible answers to the weekly challenge
question
BY THE WAY, COULDN'T THERE BE A THREE-TIER SYSTEM OF ANSWERS TO THE
WEEKLY CHALLENGE QUESTION? ISN'T A BIT UNREASONABLE TO ASSUME THAT A
4TH OR 5TH GRADER CAN GENERATE THE KIND OF RESPONSE POSTED TO THE
DISCUSS-LFM LIST?? OR PERHAPS THERE SHOULD BE THREE CHALLENGE QUESTIONS
- ONE FOR ELEMENTARY (3RD THRU 5TH), ONE FOR MIDDLE SCHOOL (6TH THRU
8TH), AND ONE FOR HIGH SCHOOL (9TH THRU 12TH). THAT WOULD BE FAIR TO
EVERYONE.
THERE'S _NO WAY_ MY 5TH GRADERS COULD GENERATE THE KIND OF RESPONSE
POSTED HERE.
Social Studies
* Select a topic to conduct research (topics must relate to LFM or Mars
in some way)
* Analyze maps of Mars to pinpoint
1. landing sites of Viking I and II
2. sites of interest to scientists (e.g., Olympus Mons, Valles
Marineris, Ares Vallis 19.5 N, 32.8 W)
* Analyze drawings and diagrams related to the missions of Mars Global
Surveyor and Mars Pathfinder
* Create a timeline of critical mission events
* Study the work of scientists throughout history who increased our
understanding of Mars
* Engage in a debate: "Should humans be sent to Mars, or should we
simply extend our "reach" by sending more sophisticated robots?"
Reading
* Read and discuss "The Mars Global Surveyor Mission" booklet
* Derive vocabulary list from "The Mars Global Surveyor Mission"
booklet
* Derive questions on critical reading skills (e.g., stated or implied
main idea, cause and effect, sequence of events, author's purpose, point
of view, etc.) from "The Mars Global Surveyor Mission" booklet
* Read and discuss "The Mars Pathfinder: A New Trail to the Red
Planet" booklet
* Derive vocabulary from "The Mars Pathfinder: A New Trail to the Red
Planet" booklet
* Derive questions on critical reading skills (e.g., stated or implied
main idea, cause and effect, sequence of events, author's purpose, point
of view, etc.) from "The Mars Pathfinder: A New Trail to the Red
Planet" booklet
* Read printed versions of LFM scientist's journals; discuss; Q & A
Language
* Over a 4-day period, write a description of the Sojourner (spatial
order of importance); rough draft (day 1), revise and edit (day 2),
proofread and rewrite (day 3), publish (day 4)
* Spelling test over selected vocabulary from "The Mars Global Surveyor
Mission" booklet
Art
* Draw an impression of what the Mars Global Surveyor will "see" when
it is halfway to Mars, (days 1, 2, and 3)
* Draw an impression of what the Mars Global Surveyor will "see" when
it is in a circular orbit around Mars (days 4, 5 and 6)
* Draw an impression of what the Sojourner Rover will "see" when it
first lands in the Ares Vallis region (days 7, 8, and 9)
* Create a model of Mars Global Surveyor (1 week)
* Create a model of Mars Pathfinder (preorbit) (1 week)
* Create a model of Sojourner Rover (1 week)
Hey, if this is teaching, I'll be doing this for a LONG time.
WHATEVER HAPPENED TO THE _COLUMBIA II_?
I have been hard at work on the simulator, but it seems that it's going
to take longer than I thought to put it back together again. I spent
most of Saturday and all day Sunday working on it. I did get a lot
done, but rewiring it is a real bear. I'm no electrician to begin with,
and when it was put together the first time I had the help of a
telephone repairman (father of one of my students). So now I have to
figure out where all those blessed wires go.
I have taken the time to make modifications and improvements which will
hopefully make the flights more enjoyable. I removed the switchboxes
that were on the floor and mounted the switches and lights to the front
panel, which frees up wuite a bit of floor space. No more tripping over
the switch boxes.
I also widened the board behind the front panel to better accomodate the
TV and two computer monitors. This seemingly simple operation took the
better part of two full days because I had to make modifications to all
the other boards that were attached to board I lengthened.
I modified the keyboard stand so that the keyboard is flat and not at
the steep angle it was for the past few years. This should make it
easier for the students to type.
I replaced the center board that had about 6 rectangular holes cut into
it with another board that has only one rectangular hole for the TV
screen. The holes in the other board had been put there to accomodate
old flight hardware that didn't work and didn't "do" anything. I took
them out a month after we had put them in and settled for covering over
the holes with NASA lithographs. Now I don't have to cover anything.
What's left to do?
I have to rewire everything, paint all exposed surfaces, repair several
large holes in the 10' by 20' length of opaque plastic that covers the
entire simulator, put together the framework of PVC pipe that holds up
the opaque plastic, rig up a dryer vent and hose to attach to the air
conditioning vent in the classroom, install computers and relevant
software, find the launch and landing scripts, organize 24 hours' worth
of activities and experiments, find the Astronaut Application forms,
create a Press Release, alert the Amateur Radio community about the date
of the sim, and run a length of coaxial cable above the ceiling tiles
from the emerging "Mission Control" area to the area behind the front
panel in the simulator.
I guess that's it.
And then we can conduct our first sim of the year.
Oh, and I need to completely revamp the "Project Mars" and "ESSP" web
sites, as well as our school's home page.
WHAT HAVE I DONE TO PROMOTE LFM AND PASSPORT TO KNOWLEDGE?
I have inserviced my colleagues on campus, as well as the district's
entire complement of Technology Facilitators (we have over 30 elementary
schools alone, so this should give you some idea how many TF's there
are). Darak Weaver (District Technology Coordinator) and I had a
meeting with our Area Administrator to discuss a future meeting with the
School Board concerning district-wide implementation of Passport to
Knowledge projects, beginning with LFM and LFA II. I also presented
information about LFM to a science committee composed of several School
Board members, a few principals, and several science teachers.
WHAT AM I GOING TO DO TO PROMOTE LFM AND PASSPORT TO KNOWLEDGE?
I'm going to present at the TCEA conference in Austin this coming
February, and I have been invited to go to Ohio during the summer
(expenses paid plus stipend) to talk about space simulations in general
and Passport to Knowledge in particular.
I'd like to go to more conferences, but I just don't have the dinero.
Perhaps my school district can send me to a regional or national
conference. I'll find out and let you all know.
Best regards,
Chris
--
(oo)
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| Chris Rowan | "I'm not much for sports. I get a
headache
| Email: chris@tenet.edu | putting my socks on." Michael
Caine
| crowan@ies.net |
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