Mystery+Science+Theater+2009

Earth Shattering Inventions of the Industrial Revolution  A Problem-Based Lesson for  //10th Grade U.S. History// Designed by //Steve Arthur, Eric Johnson, and Brianne Buckley// [|//sarthur@wusd1.org] ejohnson@mail.shonto.bia.edu bbuckley@wusd1.org



** __Task__ ** You set your alarm clock last night so you would be an efficient student and be on time to school. However, a huge sand storm knocked out power to your neighborhood adversely affecting your alarm clock, your automatic garage door opener, your refrigerator, your cell phone and Ipod were inoperable. Not to mention your history report was not saved on your computer when you passed out at 1:30 a.m. Is there an invention from the Industrial Revolution that would have helped you overcome these electricity challenges? Can you think of a futuristic invention that would help you to meet your basic needs for the next dust storm situation? 

**__ Standards __** __AZ DOE TH__ Strand 2: World History Concept 6: Revolutions PO 6: Analyze the social, political and economic developments and impact of the Industrial Revolution. a. Origins in England's textile and mining industries. b. Urban growth and the social impact of industrialization.

__21st Century Skills Standards__ 
 * Using 21st century skills to understand and address global issues
 * Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
 * Think creatively
 * Work creatively with others
 * Implement innovations

__<span style="font-family: Georgia,serif;">ISTE National Technology Standards for Students __<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Georgia,serif;">**Creativity and Innovation** || <span style="font-family: Georgia,serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * <span style="font-family: Georgia,serif;"> a. || <span style="font-family: Georgia,serif;">apply existing knowledge to generate new ideas, products, or processes. ||
 * <span style="font-family: Georgia,serif;">b. || <span style="font-family: Georgia,serif;">create original works as a means of personal or group expression. ||
 * <span style="font-family: Georgia,serif;">c. || <span style="font-family: Georgia,serif;">use models and simulations to explore complex systems and issues. ||
 * <span style="font-family: Georgia,serif;">d. || <span style="font-family: Georgia,serif;">identify trends and forecast possibilities. ||
 * <span style="font-family: Georgia,serif;">**Communication and Collaboration** || <span style="font-family: Georgia,serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * <span style="font-family: Georgia,serif;"> a. || <span style="font-family: Georgia,serif;">interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * <span style="font-family: Georgia,serif;">b. || <span style="font-family: Georgia,serif;">communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * <span style="font-family: Georgia,serif;">c. || <span style="font-family: Georgia,serif;">develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * <span style="font-family: Georgia,serif;">d. || <span style="font-family: Georgia,serif;">contribute to project teams to produce original works or solve problems. ||
 * <span style="font-family: Georgia,serif;">**Critical Thinking, Problem Solving, and Decision Making** ||
 * <span style="font-family: Georgia,serif;"> a. || <span style="font-family: Georgia,serif;">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: ||
 * <span style="font-family: Georgia,serif;">b. || <span style="font-family: Georgia,serif;">plan and manage activities to develop a solution or complete a project. ||
 * <span style="font-family: Georgia,serif;">c. || <span style="font-family: Georgia,serif;">collect and analyze data to identify solutions and/or make informed decisions. ||
 * <span style="font-family: Georgia,serif;">d. || <span style="font-family: Georgia,serif;">use multiple processes and diverse perspectives to explore alternative solutions. ||
 * <span style="font-family: Georgia,serif;">**Technology Operations and Concepts** ||
 * <span style="font-family: Georgia,serif;"> a. || <span style="font-family: Georgia,serif;">Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * <span style="font-family: Georgia,serif;">b. || <span style="font-family: Georgia,serif;">select and use applications effectively and productively. ||
 * <span style="font-family: Georgia,serif;">c. || <span style="font-family: Georgia,serif;">troubleshoot systems and applications. ||
 * <span style="font-family: Georgia,serif;">d. || <span style="font-family: Georgia,serif;">transfer current knowledge to learning of new technologies. ||

<span style="font-family: Georgia,serif;">** __Procedure__ ** <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Georgia,serif;">Determine the specific student steps: <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Georgia,serif;">Associated teacher directions, and scaffolding tools needed for completion of the learning task: <span style="font-family: Arial,Helvetica,sans-serif;"> **<span style="font-size: 120%; font-family: Georgia,serif;">__Assessment__ **<span style="font-family: Arial,Helvetica,sans-serif;"> Students will be graded on their final project with a rubric (link below). [|buckleyrubric.xlsx] <span style="font-family: Georgia,serif;"> Crayons, color pencils, paper, household materials, clip of Mystery Science Theater 3000, Delicious.com, video camera, SMARTboard, computers with internet access, and projector. <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Georgia,serif;">At the beginning of every class period, upload 3-4 pictures on the SMARTboard for a discussion on what each machine is for, how they function.
 * <span style="font-family: Georgia,serif;">Over the course of the week, move chronologically from early 19th century to the present.
 * <span style="font-family: Georgia,serif;">Take two days for the students to read the text orally for information on the Industrial Revolution.
 * <span style="font-family: Georgia,serif;">In groups of four (new or preexisting), two students will research the historic inventions and two will create a futuristic solution to the problems in the oversleeping/power outage scenario.
 * <span style="font-family: Georgia,serif;">Historic Inventions Pair: find a picture and or video clip of the invention that would be a useful alternative for our current technology; such as a wind-up clock vs. a digital clock or a refrigerator vs. an Icebox.
 * <span style="font-family: Georgia,serif;">Futuristic Invention Pair: create a futuristic invention that would have prevented your dilemma of losing electricity by constructing prototypes using ordinary household items such as cans of food, cardboard paper towel rolls, pipe cleaners, etc.
 * <span style="font-family: Georgia,serif;">Personal "Mystery Science Theater 2009"
 * <span style="font-family: Georgia,serif;">Futuristic Invention Pair: make a video with a prototype of your invention where you will demonstrate what your invention is, how it works, why everyone should have one, how much it cost (in the future) etc.
 * <span style="font-family: Georgia,serif;">Futuristic and Historic Invention Pairs: as the example of Mystery Science Theater 3000 had shown, you will watch the Futuristic Invention Pair's video about their future invention (commentary will be filmed).
 * <span style="font-family: Georgia,serif;">Teacher needs to have a selection of pictures (e.g. from Google) to put on [|Delicious.com].
 * <span style="font-family: Georgia,serif;">Generate questions prior to the discussion; be prepared to give think time.
 * <span style="font-family: Georgia,serif;">Have all tools for technology including: computers with internet access, projector, SMARTboard and video camera.
 * <span style="font-family: Georgia,serif;">Show a segment of Mystery Science Theater 3000 to demonstrate a model of their final product.
 * <span style="font-family: Georgia,serif;">Delicious.com account with websites to photos.
 * __Materials__ **