The Making of Lava Lamps:
An Interdisciplinary Project
Addressing
National Science and Technology
Education Standards
Table of Contents
I.
Introductions
II.
Mission
III. Scheduling
IV.
Goals
V.
Current Technology and Science Standards
VI.
Our history with lava lamps
VII. Classroom procedures –Timeline of events
VIII. Student outcome
Meet Our Educators:
Diane DiGravio
•8th Grade Science Teacher
Spry Middle School
Webster, NY
•Has been an Educator for 11 years
Keith Auinger
•7th and 8th Grade Technology Teacher
Spry Middle School Webster, NY
•Has been an Educator for 12 years
Our Mission
•As believers in a MST (Math, Science and Technology)
Program, our mission was to create a “hands on” project
which would incorporate standards from all three
curricular areas.
• In searching for a suitable project, it was important
to keep in mind that this project was to be introduced
to the middle level learner so the interest and
connection to the “real world” had to be there.
How We Made This Project Possible
• Spry Middle School has three houses; Red, White and Blue.
“DiGravio” students are within the White House and “Auinger”
students are within all three houses.
• We met with administration and the scheduling committee
to strategically place as many White House Students
within Auinger’s classes as possible.
• In 2005-2006 we were able to accommodate 83/125 students
In 2006-2007 we were able to accommodate 95/121 students
In 2007-2008 we were able to accommodate 112/124 students
• Our goal for 2008-2009 is to have 100% involvement of
White House Students
Our Goal
In considering our goal,
we asked ourselves the question:
Q: What was to be our measurable accomplishment?
A: It was decided that we wanted our students to
be able to use the resources and skills from
technology education as a tool for inquiry.
It is always easy for students to answer the
questions of who, what, where and when. Our
focus was to get them to answer the question of
“WHY,” and then be able to apply this “why” to
real world situations.
Goals
Continued…
Goals Continued…
1) Routine:
Expectations of covering our specific curriculum
2) Problem Solving:
Students would be engaged in activities which
would require substantial problem resolution.
3) Innovation:
This was the first time that students would build
something in one class and apply it to concepts in
another class.
4) Team:
Through shared commitment and a decision making
process, our goal was to explore and evaluate a
project where the final outcome was focused on
increasing student learning and achievement.
Goals Continued…
5) Personal:
If we could demonstrate through student
achievement / results that this project was a
success, it would strengthen our case for the
importance of a MST program within our school
district.
Student achievement would allow for other partnerships wit
6) Future Goal:
We would love to share our project as
“best practices” with other houses so that all
8th grade students within our building share the
same experiences.
National Technology Standards
1. Creativity and Innovation
•Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.
Students…
A. Apply existing knowledge to generate new ideas, products,
or processes.
B. Create original works as a means of personal or group
expression.
C. Use models and simulations to explore complex systems
and issues.
D. Identify trends and forecast possibilities.
3. Research and Information Fluency
• Students apply digital tools to gather, evaluate, and
use information. Students…
A. Plan strategies to guide inquiry.
B. Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources
and media.
C. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks.
D. Process data and report results.
4. Critical Thinking, Problem Solving, and
Decision Making
•Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources. Students…
A. Identify and define authentic problems and significant
questions for investigation.
B. Plan and manage activities to develop a solution or complete
a project.
C. Collect and analyze data to identify solutions and/or make
informed decisions.
D. Use multiple processes and diverse perspectives to explore
alternative solutions.
6. Technology Operations and Concepts
•Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students…
A. Understand and use technology systems.
B. Select and use applications effectively and productively
C. Troubleshoot systems and applications.
D. Transfer current knowledge to learning of new
technologies.
New York State Technology Modules
•MODULE T-2:
T-2:
What resources
needed for Technology
Learning
Whatare
Resources
Are Needed For
Technology
Goal:
Exploring and using the seven basic resources which are
necessary for technology.
• MODULE T-3:
Learning How People Use Technology To
Solve Problems
Goal:
Exploring and experiencing how people can solve
technological problems by using a formalized problem
solving “system.”
• MODULE T-6:
Choosing Appropriate Resources For
Technological Systems
Goal:
Learning how to make informed choices in selecting the
proper resources for technological systems and
choosing resources from seven resource categories.
• MODULE T-7:
How Resources Are Processed By
Technological Systems
Goal:
Learning how resources are processed by technological
systems to meet human wants and needs, AND solving
problems based on the conversion of energy,
information, and materials from one form to another.
• MODULE
T-10:
USING SYSTEMS TO SOLVE PROBLEMS
Goal:
Learning how to apply knowledge of systems to solve
problems in biologically related, communications/
information, and physical technology and to combine
various subsystems to provide integrated solutions to
realistic problems or challenges.
National Science Standards
1. Unifying Concepts and Processes
•Conceptual and procedural schemes unify science
disciplines and provide students with powerful ideas to
help them understand the natural world. Students…
A. Learn systems, order, and organization.
B. Show evidence through models and explanation.
C. Explore change, and learn constancy and measurement.
D. Learn about evolution and equilibrium.
E. Are able to explain form and function.
2. Science as Inquiry
•Inquiry is a step beyond “science as a process,” in which
students learn skills, such as observation, inference, and \
experimentation. Students…
A. Understand scientific concepts.
B. Acquire an appreciation of “how we know” what we
know in science.
C. Understand the nature of science.
D. Posses the skills necessary to become independent
inquirers about the natural world.
E. Have dispositions to use skills, abilities, and
attitudes associated with science.
3,4 5. Physical Life and Earth Science Standards
• The standards for physical , life and earth and space science
describe subject matter of science using three widely accepted
divisions of the domain of science. Science subject matter
focuses on the science facts, concepts, principles, theories,
and models that are important for all students to know,
understand, and use.
A. Physical Science:
Properties and changes in properties of matter
Motion and forces
Transfer of energy
B. Earth Science
Structure of the earth system
Earth’s history
Earth in the solar system
6. Science and Technology Standards
•The science and technology standards establish connections
between the natural designed worlds and provide students
with opportunities to develop decision-making abilities. They
are not standards for technology education; rather, these
standards emphasize abilities associated with the process
of design and fundamental understandings about the
enterprise of science and its various linkages with technology.
Students…
A. Have the ability to use technological design.
B. B.Are able to see a connection between science and
technology
New York State Science Standards
Standard 1: Analysis, Inquiry, and Design
Goal: Students will use mathematical analysis,
scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers,
and develop solutions.
Standard 2: Information Systems
Goal: Students will access, generate, process, and
transfer information using appropriate
technologies.
Stan
Standard
3: Mathematics
Goal: Students will understand mathematics and
become mathematically confident by
communicating and reasoning mathematically,
by applying mathematics in real-world settings,
and by solving problems through the integrated
study of number systems, geometry, algebra,
data analysis, probability, and trigonometry.
Standard 4: Science
Goal: Students will understand and apply scientific
concepts, principles, and theories pertaining to
the physical setting and living environment and
recognize the historical development of ideas
in science.
Standard 5: Technology
Goal: Students will apply technological knowledge
and skills to design, construct, use and evaluate
products and systems to satisfy human and
environmental needs.
Standard 6: Interconnectedness
Goal: Students will understand the relationships
and common themes that connect math,
science, and technology and apply the themes
to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Goal: Students will apply the knowledge and thinking
skills of math, science, and technology to
address real-life problems and make informed
decisions.
Our History With Lava Lamps
•Once we decided on the project, we needed a prototype
to work with.
•Several attempts were made to try to reproduce protocols
found on the internet. These attempts were unsuccessful.
•A few attempts were made to perfect the lamp base,
electrical components and glass container. Common building
and household materials were compared until a design was
decided upon.
•Our biggest challenge was to find the right components
within the proper concentrations for the lamp contents.
After a year of problem solving, we were finally successful
in finding something that would work for us!
Classroom Procedures –Timeline of Events
1) Introduction and assembly of the lamp begins for 8th grade
students in the Spring within their technology class.
2) While this assembly occurs, students are finishing up their Earth
Science Unit and beginning their Physical Science Unit within their
science class.
3) On the day in which the contents within the lamp are mixed,
students are reminded about percentages and given a quick lesson
to freshen up their skills while in their science class. Percentages
are taught to students as part of their math curriculum prior to
the Spring Semester.
4) When the lamp and its contents are placed upon the heat source
within their technology class, students are given an inquiry sheet
which asks the following questions as they apply to their recently
covered Earth Science Unit:
Question 1: Describe the layers of the earth and how does this lava lamp serve
as a model
4. for these layers?
Question 2: What explanations do scientists offer for the movement of the
earth's plates? (Hint: What is occurring within the earth which
results in what is happening at the surface of the earth? )
Question 3: In response to question 2, How is this motion of the currents in the
mantel similar to those in a lava lamp?
Question 4: Can you think of other processes in which convection and subduction
play a role?
Question 5: What land features result due to endogenic and exogenic processes?
Endogenic Processes
Exogenic Processes
5. 5) At the beginning of the Physical Science Unit, completed lamps are
transported to the science class room where they remain there for
models for a better understanding with the following Physical Science
concepts:
• Density as a physical property of matter
• The influence of temperature on density and thus on buoyancy
• Thermal expansion of fluid volume.
“change in dimensions of a material resulting
from a change in temperature”
Student Outcome
Student Outcome
•We believe that this model allows students to gain a better
understanding of the principles of Earth and Physical Science
•Fewer students have missed questions on the Intermediate Level Science
test which pertained to convection currents, subduction zones and density.
•We believe students have a better experience when they …
“Learn by Doing”
A challenge to teachers of science and technology is to balance and integrate
immediate needs with the intentions of the yearlong framework of goals.
We Give
Special Thanks
to the Following People for
Making this
Project / Invention Possible:
•Administrators
at Webster Central School District
• Enrichment Committee at WCSD
• Scheduling Committee at WCSD
• Our Technology Colleagues
•Wegmans
Food Market
• Lynn Hess and Zane Bloom at
Science Kit and Boreal Laboratories