Content:

This "Design Technology - Physical Science" assignment was created for GS4401, Science and Science Teaching in the Elementary School, Fall 2007. This assignment was a group project that I had completed with Kathleen Price and Lauren Dalton. It was made under the advisement of this course's instructor, Jeff Goodman.

Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.

Indicator 2 - Teachers have knowledge of geometry and measurement. Teachers:understand construction of simple geometric figures, understand and apply concepts of relative position and relationships and geometric formulas, and model appropriate measurement systems in various settings (standard, nonstandard, and metric system) in measuring length, perimeter, area, capacity, volume, weight, angle, time, money, and temperature.

    --This artifact proves that I have a knowledge of geometry and measurement. When designing my vehicle, my partners and I paid special attention to geometry and measuring. For example, we chose to create a square vehicle for saftey and durability reasons. We also conducted multiple graphs that could not have been possibly without an understanding of the measurements that were gathered.

Indicator 4 - Teachers have a knowledge of data, probability, and statistics. Teachers demonstrate an understanding of: the importance of formularting the proper question in order to obtain measurement and reliazble answers through analysis, how to systematically collect, organize, analyze, and summarize data in order to predict outcomes, various methods for reporting and represeting data (graphs, charts, tables, and grids), the likelhihood of an event occuring by completing simple probability experiements, and ways to use appropriate software to extend and promote an understanding of data collection, analysis of data, and display of data.

    --This artifact proves that I have a knowledge of data, probality, and statistics. In this project, one will find a variety of diagrams, data tables, and graphs. We used the information found in all of these sources to help us form a summary of the project. In this document, one will find a detailed summary report.

Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.

Indicator 2 - Teachers have knowledge of basic physical science concepts including: systems of measurement, analysis, and interpretation of data, structure of properties of matter, factors affecting chemical reactions, forces of motion, electromagnetism, waves and optics (light, heat, and sound), sources, forms, conservation of energy.

    --This artifact proves that I have a knowledge of basic physical science concepts. In the attachment, one will find a summary report that gives a description of how my car's data was measurement, analyzed, and interpreted. In addition, the summary report describes ways that my car went through different forms of energy as it travelled.

Standard 9:Elementary teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as the foundation for the teaching and learning of mathematics.

Indicator 4 - Teachers develop instruction in making connections that enable all students to: recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.

    --In this artifact, I haved use the data collected and created and analyzed diagrams and graphs. This proves that I have recognized an used connections among mathematical ideas.

Indicator 5 - Teachers develop instruction in representation that enables all studnets to: create and use representations to organize, record, and communicate mathematical ideas; select, apply,and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena.

Standard 15: Elementary teachers encourage underrepresented groups to engae in the schooling process, especially math and science.

Indicator 1 - Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They: untilize resources, give personal attention and encouragement to underrepresented groups of students, use relevant and real-world applications that interest a diverse population, encourage underrepresented groups to assume leadership roles.

    --In this artifact, I have used a variety of strategies to encourage underrepresented groups to engage in the schooling process. I understand that underrepresented groups in my classrooms may see a car on a daily basis, but may not be able to interconnect this with science. Regina Vermina provides a way for teachers and students to connect science with their daily lives.

Standard II: Planning and designing learning environments and experiences. Teachers plan and design effective learner environments and experiences supported by technology.

Indicator A - Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

    --In this artifact, I have designed developmentally appropriate learning opportunities that apply technology-enhance instructional strategies to support the diverse needs of learners. I have proven this indicator in Regina Vermina by designing my graphs, diagrams, and data tables on the computer using different software. For example, my group and I used a scanner that allowed us to scan our diagrams into our report. In addition, I understand that not all students will have access to technology at home. Hence, when teaching this lesson, I will be sure to allow in-class time for students to complete this assignment.