Frick Middle School 1994-95 Action Plan
Summary �
Students at Frick International Studies Academy will use the Internet to
access human resources and databases, in order to better interact with the
curriculum in the following areas:
� in science class, research for PJAS projects
� in information processing class, investigation of the stock market
� in social studies class, travel projects and research into current
events and history
� in ESL class, compilation of a catalogue of social graces around the
world
� in reading class, integrated portfolio using the novel From the Mixed
Up Files of Mrs. Basil Frankweiler
Science Curriculum Project �
Volunteers will be asked to participate in PJAS. These volunteers will
amount to one - five students per section. Out of the total 7th and 8th
grade population, approximately thirty students will investigate the
following:
� ethics policies pertaining to Internet use
� e-mailing to various newsgroups
� using e-mail as a communication tool with professionals in the science
fields
� various methods of researching information using Gopher and Veronica
� ways to develop a science portfolio
Pre-implementation �
(barnes and preston)
We will meet with all 7th and 8th grade volunteers and explain the
guidelines for Pennsylvania Junior Academy of Science. We will discuss
various topics which can and cannot be chosen. We will expose the group
to previous projects and lead the students to brainstorm individual
topics. We will give a time-line of expected due dates from October
through the end of January. Students will be given permission slips to
participate afterschool and in the project.
Implementation �
The 7th and 8th grade (PJAS) research group will use the Internet to
conduct individual research on a chosen scientific topic in various
science areas, such as the biological, physical and earth sciences.
Several sessions will be conducted to develop a p ortfolio using a mosaic
page.
This will be implemented using the Internet for independent research
during science class in rooms #238 and #252, as well as in the library and
afterschool. Students will have the opportunity to access various areas
of the Internet for research and corr esponding purposes. In addition,
they will use the computer to write speeches, to design transparencies and
investigate other areas of image manipulation.
The six machines located in the library will be used afterschool to
research their chosen topics.
Evaluation �
Students will use mosaic to develop a portfolio consisting of the following:
� a dated log that reflects a collection of data in their research area
and e-mail correspondence with professional contacts
� an abstract of overall project plan
� visual aids relevant to topic (transparencies)
� graphics, charts and/or graphs which illustrate data
� an interpretation of data in paragraph form
� revisions and final science paper
� completed oral presentation, which includes visuals, graphs and speech
� two (2) scanned illustrations using the form of a postage stamp and a
student assessment of his/her experience
� a bibliography list of gopher searches (steps taken)
� all portfolios will be placed on the Internet
Information Processing Curriculum Project �
Approximately fifteen 8th grade students will investigate the following:
� establish correspondence with other individuals interested in
investing in the stock market
� newsgroups relating to the stock market
� databases for the annual reports of various companies
� various methods of researching information using Gopher and Veronica
� ways to develop an investment portfolio
Implementation �
Dawson
One section of 8th graders will learn how to buy and sell stocks by
participating in the Stock Market Game sponsored by Lehigh University.
Initially students will learn to read the financial pages using Barons,
the Wall Street Journal, and the Pittsburg h Post Gazette. Students will
also read and collect articles from financial magazines such as
Kiplinger's Personal Finance and Money. These students will use the
Internet to investigate various companies and track profits/losses on the
three stock excha nges (New York, NASDAQ, and American).
Using the Internet during Information Processing class in room 55,
small groups of three, four, or five students form a team. They will
determine, by consensus, which companies they would be interested in
learning more about and possibly buying. They will establish
correspondence with other individuals who are interested in investing,
subscribe to newsgroups (clari.biz.market, misc.invest.stocks) relevant to
the stock market, and access stock market closing quotes (Colorado State
University Gopher, lobo.rmhs.colorado.edu).
Evaluation �
Students will develop a portfolio consisting of the following:
� a log of various companies being bought and sold
� articles from newsgroups relevant to their companies
� daily closing prices from the exchanges
� develop charts and graphs of highs, lows, and net changes of prices
� self evaluation of stock market game
� a bibliography list of gopher searches
� all charts and graphs will be placed on the Internet using the
high-end machine in the library (Mr. Preston will act as a resource)
Reading Project Curriculum
(Tim McKay)
An 8th grade reading section will investigate the following:
ethics policy
different types of museums
museum design from around the world
contact with other students reading the text
curriculum comparison between different schools
discussion with museum curators
discussion with other students about the Carnegie
IMPLEMENTATION:
An 8th grade reading class and their teacher will use the novel
"From the Mixed Up Files of Mrs. Basil E. Frankweiler" by E.L. Konnisburg
to incorporate a literary and technical portfolio. At least two students
per class period will have access tho the Internet during the 1994-95
school year. By the completion of the 1994-95 school year, approximately
20 students will have completed this preliminary project. While students
are reasearching on the Internet, the remainder of the class will be
completing o ther parts of their portfolio.
EVALUATION:
The students will keep a portfolio that will consist of
one or more of the following:
E-mail correspondences with other students about visiting museums in
their hometowns.
Research compiled about various topics found on the Internet
concerning the text.
Student understanding of the ethics policy for using the Internet as
evidenced by performance on the machine.
DR. ROBERTS, SOCIAL STUDIES, ROOM 312
IMPLEMENTATION:
Each grading period one student per class will be actively involved in
retrieving information from the Internet for the class. A total of twenty
students will participate during the 1994-1995 school year. The sixth
graders will use data bases to gather relevant information on other
countries for their travel project. The eighth graders will use UPI, CNN
and other news sources to select appropriate national and international
news stories. They will use E Mail to exchange viewpoints with their
internati onal peers. Dr. Roberts will utilize the IECC to seek
international partner classrooms. The CD Rom and selected news groups
will be used by students doing historical research on special topics.
EVALUATION:
The students using the Internet will keep a portfolio that consists of
copies of:
. information gathered from data bases.
. news stories used for the exchange of viewpoints on current events.
. E Mail correspondence reflecting viewpoints exchanged between
American and foreign students.
. postings and responses on a news group.
. CD Rom information retrieved for historical research.
. a log documenting the use of the Internet during the grading period.
Social Studies Curriculum Project �
In social studies 6th graders will research Canada, Latin America and
Europe. Places to visit in regards to:
� transportation
� accommodations
� historical sites
� currency
� arts and entertainment
� government
7th and 8th grade students will engage in dialogue with social studies in
foreign countries about current events of domestic and/or international
significance.
Social Studies students use Internet to research topics such as Black
History, Native Americans, Ethnic Pittsburgh, the Holocaust, and Women's
History.
Implementation scenario �
During the 1994-1995 school year a given 20 students will use the
computers to research for themselves and their classmates. Students will
work in groups of two in the classroom and library. Students will use
E-mail, newsgroups, and all educationally relevant information on the
Internet. We will develop a schedule with the librarian.
Evaluation �
� Completed research papers
� Current events papers
� E-Mail reports
� Students work will be placed on the Internet
E.S.L. 2 Curriculum Project �
Approximately five to eight E.S.L. students will create a "Catalog of
Social Graces," i.e., a collection of customs and codes of behavior from
around the world.
Implementation �
Maruccio
During the first quarter, students will create survey questions to
inquire about social customs. Students will search newsgroups and see how
information is posted there. Students will send e-mail. They will
practice doing keyword searches of databases
.
During the second and third quarters, students will announce their
project on the network and send out their survey questions. Students will
collect responses. Students will correspond with respondents.
During the fourth quarter, students will compile responses,
organize the information into categories and produce a report of their
findings.
Evaluation...
Students will keep a log of postings and responses on newsgroups and of
e-mail correspondence. They will produce a report of their findings, and
this report will be posted to the Net.
Issues Shared In Common by the Group �
� staff will have a master schedule of team members, in order that they
may know when team members and/or their computers are available to
others.
� Mario will be asked to come for a monthly meeting with the team members.
� Mario will be asked to come in, on an as-needed basis to work with
groups of students.
� Teachers will report at their monthly meetings which students are
working in which classes, so that we can either avoid duplication or
else augment the interdisciplinary nature of what we are doing.
� Teachers will confer with Tom Preston about the use of the "high-end"
computer located in the library. They will consult with him with regard
to compiling "Mosaic Pages."
� Teachers will arrange with the librarian to send students who are
adequately trained to use the computers in the library.
� Team members assigned to Writing Center duty can use this time to have
students work on our projects.
� Students can do some typing in Pat Dawson's business ed. class, put the
information on a disk and then this can be transferred to the Internet
computers in her room.
daily closing prices from the exchanges
Support Plan �
� Project directors should come to meet with the team at least once a
month.
� Project directors will be asked to come and assist groups of students
from time to time.
� Team members will need occasional access to the large screen display
mechanism.
� Students and teachers should visit the University of Pittsburgh computer
labs.