Myth Busters: Science Misconceptions Debunked

Myth Busters: Science Misconceptions Debunked

Jan Harding, a teacher and technology curricular leader, shares her experiences and knowledge in debunking common science myths in the classroom. From the notion that a penny dropped from a tall building could kill a pedestrian to the misconception that blue is always at the bottom of a rainbow, Harding separates fact from fiction and provides evidence-based explanations.

  • Uploaded on | 0 Views
  • erica erica

About Myth Busters: Science Misconceptions Debunked

PowerPoint presentation about 'Myth Busters: Science Misconceptions Debunked'. This presentation describes the topic on Jan Harding, a teacher and technology curricular leader, shares her experiences and knowledge in debunking common science myths in the classroom. From the notion that a penny dropped from a tall building could kill a pedestrian to the misconception that blue is always at the bottom of a rainbow, Harding separates fact from fiction and provides evidence-based explanations.. The key topics included in this slideshow are Science, Myths, Misconceptions, Debunking, Evidence-Based,. Download this presentation absolutely free.

Presentation Transcript

1. M a k i n g M o v i e s : The Science Myth Busters Jan Harding, Chippewa Valley Schools Teacher, Technology Curricular Leader, and MACUL grant winner 2008-09

2. If you kick a bowling ball in space, it HURTS. Blue light is always at the bottom of a rainbow. It gets hotter in the summer because the earth is closest to the sun. When waves meet, they bounce off each other and head back in the opposite direction. You cant make a sound in space, because sound is a mechanical wave. A penny dropped from a tall building could kill a pedestrian. The primary colors for light are red, blue, and yellow. Some kinds of electromagnetic waves are damaging to human tissue. M y t h o r F a c t ?

3. A b o u t M e Teacher, Chippewa Valley Schools; Seneca Middle School Seventh grade science and social studies Technology Curricular Leader, CVS Attendee MACUL 2008: Making Movies with Joe Brennan Teacher, MISD summer technology camp (first testing ground for Making Movies: The Science Myth Busters) MACUL grant recipient 2008-09 MACUL Technology Integration Champion team member, 2008-09 MACUL Technology Integration Champion coach, 2009-10

4. MACUL Grant: Project Goals integrate the use of technology into the science curriculum create videos using a variety of media and formats evaluate information from internet sources use multiple sources to evaluate the strengths and weaknesses of scientific claims communicate and defend findings of investigations and observations

5. Science GLCEs S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.07.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. S.RS.07.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.07.12 Describe limitations in personal and scientific knowledge. S.RS.07.13 Identify the need for evidence in making scientific decisions. S.RS.07.14 Evaluate scientific explanations based on current evidence and scientific principle P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.

6. T h e M y t h B u s t e r s ! Students work in groups of 2-4 Pretest students on a list of myths and facts Select myth or fact from this list to study Research online and in texts Bust or validate the myth Develop a script Shoot video Use Windows Movie Maker to produce video Have a movie premiere party and evaluate

7. Sample mythbuster videos Videos not currently available for viewing; please contact presenter for more information.

8. Science Misconception sites (note: check all myths for age appropriate material) Misconceptions podcasts: Myths in science textbooks:

9. Storyboards and Scriptwriting Storyboard: simple boxes with lines nearby to write ideas for filming (example from AFI) Script: narrative with who says what

11. Ready to film? teach camera use and equipment responsibility first use tripods and/or monopods quiet on the set: essential! expect outtakes and giggles optional but nice: teach camera shots and angles optional but nice: lighting suggestions (see AFI or other materials)

12. Where to find Windows Movie Maker Standard on most Windows based computers Download Windows Movie Maker: Download Windows Movie Maker for Vista: 068fc0f80cfc&displaylang=en Cool extras: %20XP&DisplayLang=en#

13. Using Windows Movie Maker VIDEO: Getting started with Movie Maker, and sample movies VIDEOS: Using Movie Maker How to save, send, etc. your movie General how-tos, not in video form

14. American Film Institute Optional resources FREE to Discovery Streaming users Videos that describe filmmaking process Teachers Guide Fantastic resource for student handouts Describes shots Provides storyboards Glossary of film terms Lighting suggestions Parent release forms Can use for beginner or advanced filmmaking Great for clubs or a video class

15. Sample taken off one page of the AFI teachers guide.

17. Working with Movie Maker Download the software that comes with the cameras (takes very little time) Let kids practice and play at first Understand the difference between a project and a movie avoid Red X Syndrome! Upload videos to a file folder (and remove camera) before opening Movie Maker.

18. Saving your work PROJECT: Allows further editing of your video Save videos before starting a project Make sure you know location of videos Can add music, audio (voice), images, transitions, and effects when reopened MOVIE: Renders video as a final project No further editing (possible, but harder) Creates an WMA file; can be converted Movie can be dropped into a new project.

19. Equipment used RCA EZ200 Small Wonder Cameras (10) Tripods and Monopods Kodak 68" "Go Anywhere" Professional Monopod Tripods from Sunpak one for each camera Rechargeable batteries and battery chargers Video carrying case for storage Vidpro VID-200 OPTIONAL: mini SD cards for additional storage All materials purchased through the REMC bid and

20. Can you do with less?? Absolutely! Cameras and tripods are inexpensive! You can build a collection gradually. One camera/one tripod ideas: Class project: each group prepares a section Rotate camera use through groups After school video clubs Possible equipment checkout for student use Substitute student owned equipment Cell phones Home video cameras Digital cameras Apply for a MACUL (or other) grant!

21. Costs Grant total: $1364 Cameras: approx. $80-90 each (10) Tripods: approx. $10-30 each (10) Monopods: approx. $10-15 each (4) Camera bag: $30-40 (1) Rechargeable batteries w/charger $16-18 (4) Mini SD cards optional

22. Is video worth the time? Time needed decreases with practice Hits the standards in several areas Using multiple modalities for learning Creative endeavors = better long term learning Video can be posted/archived for review Involves both underdogs and overachievers Intrinsically motivating Integrate subjects to cover multiple objectives Plus, its FUN!

23. ISTE Standards addressed Standard 1: Creativity and Innovation create original works as a means of personal or group expression Standard 2: Communication and Collaboration interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Contribute to project teams to produce original works or solve problems Standard 3: Research and Information Fluency Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Process data and report results Standard 4: Critical Thinking and Decision Making Standard 5: Digital Citizenship Standard 6: Technology Operations and Concepts This project hit all six ISTE standards in at least one category!

24. Assessment Pre and post survey Survey Monkey Zoomerang Blackboard Rubric for video production

25. Created by Jan Harding, Chippewa Valley Schools May be reproduced as credited

26. Publication options Classroom websites Blogs Wikis ( ; ) NINGs Blackboard or Moodle Teacher Tube or School Tube ; Classroom learning celebrations Parent nights/Open House

27. A Little Advice for Beginners Start small (see Easy Ideas, next slide) Train a handful of students to be technicians Central storage place Have check in/out procedures Devote one class period to camera instruction Use rubrics for grading Have due dates along the way Consider alternate times for videotaping Enforce proper equipment use (contracts) Expect speed bumps; build in extra time

28. Easy ideas for starting with video Act out the definition of a vocabulary word Videotape a lab for absent students Do a weather forecast or class news Tape students giving presentations; post on your website Jigsaw and videotape for the big picture Game show reviews Video interviews (biography research, living history, etc.) Video surveys (ex.: current event questions, opinions, etc.) Field trip work Record steps in a procedure (classroom procedures, science, etc.) Other digital storytelling activities

29. Other Ideas for Video Windows Movie Maker Project ideas Introduce your class with Windows Movie Maker Classroom ideas Resources Sound effects Royalty free music, images, etc.

30. L i g h t s , c a m e r a , a c t i o n H A V E F U N ! ! Jan Harding Seneca Middle School Chippewa Valley Schools 586-723-4042 (Making Movies)