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2010 Contest Winning Entries

(in no particular order)

 

 

Mock Election

Greenbrier East High, Ben Walker (World History), Celia Moore (RLA)

Greenbrier West High, Greg Mills (World History), David Michael Fleming (RLA)

 

with

Daryl Clemons, Technology Integration Specialist

Andrea Claypool, Technology Integration Specialist

 

 

Using the local election for US Senate as their inspiration, the two high schools held their own mock election. They removed the real candidates of Joe Manchin and John Raese and substituted their own candidates. Issues such as jobs and clean coal remained. Using netbooks in combination with video cameras, PhotoShop, PhotoStory and other tools they held primary elections to elect candidates. Using realistic campaigning techniques, including propaganda, they posted their campaign materials at the opposing school. Using teamwork and collaboration they build teams that included financial advisers, technology advisers, and others to provide support to their candidate. An election was held using Survey Money to determine the winner of the election.

 

Thinkfinity resource used:

http://www.readwritethink.org/classroom-resources/lesson-plans/propaganda-techniques-literature-online-405.html

 

 

 

 


 

In Knee Deep

Bruceton School, Trudy Humberson

 

Students entered the classroom to find a water sample on their desk. They were asked simply, "Is this clean?". Working in groups they used a variety of techniques to determine the water's quality. Using standard scientific process they took notes along the way. They took a field trip to the local stream and worked hand in hand with guest speakers from the "Friends of Decker Creek" to take samples in the same manner that the professionals do. They studied PH levels, nitrate levels, oxygen levels as well as wildlife readings. Working as a group they compiled a master report and presented this to the local City Council. They were featured on the front page of the local newspaper.

 

Thinkfinity resource used:

http://sciencenetlinks.com/sci_update.php?DocID=71

 

 

 


 

India Immersion Day

Alban Elementary, Karen Kersey

 

A teacher won an award to go to India for a few days of educational study. Upon her return she reported to the school about her trip. This report actually brought up more questions than answers. "Why were there cows in the street?" "What are the women wearing?" "What did you eat?" So using this as a learning opportunity she developed an India Immersion Day. The students 'earned' rupees by completing school work, they set up an Indian marketplace where students could spend their rupees and learn about bartering. All of the teachers wore saris and indian food was served in the cafeteria.

 

Student took pictures and videos of themselves acting out roles. Using green screen technology they placed themselves in front of the Taj Ma hal and other Indian landmarks. Students video taped commercials of what they would be selling at the marketplace. Students created video demonstrations of "what is barter?".

 

This project was featured on the local news: http://www.wchstv.com/newsroom/eyewitness/101015_3189.shtml

 

Thinkfinity resource used

http://www.econedlink.org/lessons/index.php?lid=419&type=educator

http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?filename=em509_fakeyellowpages.swf&lid=509

http://www.econedlink.org/lessons/index.php?lid=414&type=educator

 

 

 


 

Woodland Garden

Ruthlawn Elementary, Mrs. Stern, First Grade

 

The teacher had a simple erosion problem that was causing mud to collect outside her door. Her first grade students devised a solution to the problem the involved rerouting the water. She handed them shovels and told them to "GO". With adult supervision on hand, the students got on their hands and knees and built a trench that would move the water to a better location. They also planted $500 worth of donated plant life to further stem the erosion problem and provide a habitat for birds, butterflies and other wildlife.

 

Thinkfinity resource used:

http://sciencenetlinks.com/lessons.php?DocID=454

http://sciencenetlinks.com/pdfs/soil3_actsheet.pdf

 

 

 

 


 

Soundproofing

Westside High School, Robert Lyons, Chemistry/Physics Teacher

 

Students were given a challenge. They were to devise a sound proofing material that would be suitable for use in the construction of quiet apartment building. Students started by getting a fundamental understanding of water waves. They then moved to sound waves. They measured the speed of sound in air and then compared that to the speed of sound through their soundproofing material. The student groups then had to "sell" their idea to a panel of experts. This panel consisted of the President of the Board of Education, the school Principal, a teacher representative and a community representative. The presentations had to explain the cost effectiveness of their material and also the science behind their invention. One of the student's ideas was actually incorporated into a local residential housing project.

 

Thinkfinity resource used:

http://www.nationalgeographic.com/xpeditions/lessons/07/g912/wavesproperties.html

 

 

 


 

How would social networking have changed the Salem Witch Trials?

Sissonville High School, Travis Baldwin

 

As a former member of the community of Salem Village you suddenly discover that your 17th century self has been mysteriously thrust into the 21st century. Students used blogs, wikis, in class discussions and group debate to document their observations of the witch hunts. Students were required to "friend" the Rev. Joseph Green who became the minister to Salem after the trials. (The role of Rev. Green was played by the teacher, Travis Baldin.)

 

Thinkfinity resource used:

http://edsitement.neh.gov/lesson-plan/understanding-salem-witch-trials

 

 

 


 

Hurricanes

Scott High School, Mrs. Barker

 

with

 

Gene Kuhn, Social Studies

Heather Pettry, Language Arts

Jonathan Baldwin, Science

Bonnie Barker, Algebra

Carolyn Elswick, Algebra

Todd Long, Custodian

Doug Cox, Principal

Amy Hale, Assitant Principal

Beverly Hager, Danny Napier, Linda Ammar, Anne Phipps, Special Education Inclusion teachers

 

Rather than teach a standard, by the book lesson, Mrs. Barker enlisted the help of many other teachers. The social studies teacher worked on the social ramifications of disasters such as the Galvaston hurricane. In science class the students recreated historic hurricanes using a team approach in the lab. Local weather forecasters joined the class virtually via Skype. And even the custodian was involved when the students were given the task of creating hurricane resistant structures. They took their creations to the football field where the custodian tested them with his leaf blower!

 

Thinkfinity resources used:

http://www.readwritethink.org/classroom-resources/calendar-activities/tropical-storm-that-became-20283.html

http://illuminations.nctm.org/LessonDetail.aspx?ID=L571

http://illuminations.nctm.org/LessonDetail.aspx?ID=L298

http://illuminations.nctm.org/LessonDetail.aspx?ID=L663

 

 

 

 


 

The American Automobile: Past, Present and Future

Berkeley Springs High, Lisa Wilder

 

The teacher's goal was to create a museum style exhibit in the cafeteria for the enjoyment of the entire population of the school. The exhibit was to include visuals and educational print information. The students researched automobiles with a scientific eye as well as with an artistic eye. The question of "Can cars be art?" was explored. The students sent letters to major automobile manufactures, they uncovered a fact that surprised everyone including the teacher. The "Norwalk", one of America's first luxury automobiles, was built in the town next door. The students even held their own car show in the school parking lot.

 

Thinkfinity resource used:

http://americanhistory.si.edu/onthemove/

 

 

 

 


 

Family Memoir: Getting Acquainted With Generations Before Us

Martinsburg High, David Ryan

 

This was an adaptation of a language arts lesson, into a theater and performing arts lesson. Students had to interview a person from an older generation. Then, taking that information, they had to "become" that person. They had to research hair styles, clothing, music, social mores, etc. and make an authentic recreation. They integrated extensive video and graphics technologies along with text and turned in an entire portfolio to the teacher.

 

Thinkfinity resource used:

http://www.readwritethink.org/classroom-resources/lesson-plans/family-memoir-getting-acquainted-998.html