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Four Corners UFO Study This lesson was developed as part of Montezuma County Adult Education Project-Based Learning Series, federally funded through Integrated Learning and Star Schools grants (www.integratelearning.org, www.starschools.gov). The purpose of this study is to
provide students enrolled in Adult Education and GED programs an
alternative to standard workbook learning and rote/recall lessons, while
gaining academic skills that result in a meaningful, tangible outcome.
This lesson offers students the opportunity to research the
controversial subject of UFO’s in their own “neighborhood”,
critically assess a variety of evidence and reporting styles, use
creativity in composing a non-verbal message, and create a local UFO
oral history on video. GO
TO TOP ^ We have designed these activities
for the older or adult learner with basic to advanced reading skills.
Reading levels include basic (third to fifth grade) and more
advanced (high school) to develop reading ability, critical thinking
skills, and correct writing. The main focus of the lesson is basic language arts, including more advanced critical thinking and expression. Computer technology, math, and videography are involved to a lesser extent. In order to perform most of the
activities, students need to have basic knowledge to:
The following standards are taken
from Colorado State Department of Education and Adult Basic Education
Skills Assessment Standards. http://www.cde.state.co.us/cdeassess/sci.htm#standards: 1.
Students
read and understand a variety of materials. 2.
Students
read, select, and make use of relevant information from a variety of
media, reference, and technological sources. 3.
Students
write and speak using conventional grammar, usage, sentence structure,
punctuation, capitalization, and spelling. 4.
Students
apply thinking skills to their reading, writing, speaking, listening,
and viewing. Science 1.
Students
understand the processes of scientific investigation and design,
conduct, communicate about, and evaluate such investigations. 3.
Life science: Students know and understand the characteristics
and structure of living things, the processes of their life, and how
living things interact with each other and their environment. 5.
Students
know and understand interrelationships among science, technology, and
human activity and how they affect the world. 6.
Students
understand that science involves a particular way of knowing and
understand common connections among scientific disciplines. Mathematics GO TO TOP ^ 3.
Students
use data collection and analysis, statistics, and probability in
problem-solving situations and communicate the reasoning
used in solving these problems. 4.
Students
use a variety of tools and techniques to measure, apply the results in
problem-solving situations, and communicate the reasoning used in
solving these problems. Visual Arts 1.
Students
recognize and use visual arts as a form of communication. 2.
Students
know and apply visual arts materials, tools, techniques, and processes. Adult Basic Education Skill Assessment Checklist
Standards: Level One: 1R1
– Recognize and use the following parts of speech: nouns, pronouns,
conjunctions, adjectives and verbs. 1R9
– Interpret and follow basic signs and directories 1W6
– Write basic notes 1M10 – Interpret
basic charts (compare and contrast) 1M1
– Add, subtract, multiply, and divide whole numbers 1W9
– Write a solution to a functional problem (follow a sequence,
summarize) Level Two: 2M13 - Interpret tables and charts 2M1 – Add, subtract, multiply, and divide fractions and decimals 2M2 – Determine Equivalent fractions, decimals, and percents 2M20 – Demonstrate ability to use a four-function calculator to do
basic functions and calculate decimals and percents 2M2 – Determine equivalent fractions, decimals, and percents 2R14 – Read a passage or
sample realia to determine fact and opinion 2R16
– Read a passage or sample realia and find the main idea and details 2R17
– Read a passage or sample of realia and summarize 2R18
– Recognize and use Standard English parts of a sentence: nouns,
pronouns, verbs, conjunctions, adjectives, adverbs, prepositions,
comparatives, superlatives, direct and indirect objects. 2W10
– Use appropriate punctuation and capitalization 2W8
– Write basic directions for a process or a task (sequence
information) 2W9
– Describe a problem-solving strategy for a given situation By
researching UFO sighting articles from their local area, selecting
statements and discussing the presence or absence of evidence and proof,
students will develop abilities in analytical reading, comprehension,
and expressing the fact and opinion writing style.
Students also apply technology in the creative production of a
non-English extraterrestrial message.
Creative problem-solving and teamwork is gained while developing
an oral history video as a group. Students
also understand the meaning of an equation and its contributing
components. GO
TO TOP ^ (UFO Detective Activities) The
lesson is divided into four activities. Each one could expand upon the
previous activity or stand alone. Each single activity could probably be
accomplished within one or two class periods.
If all activities are done, the project could take up to five or
more class periods (depending on the development of the oral history
video). START HERE Activity One - Background
Reading: Students read a
selection of accounts of local UFO sightings, selecting statements from
each account that depicts the validity of the event, and write an
opinion explaining why that statement is evidence for or against the
sighting. Activity Two - Phone from Home:
Students decide on an
overall meaning for a message they would like to convey to
extraterrestrials. Messages
are then produced using any graphic, sound or codes appropriate and
available on their computers, but not the English language. Activity Three – Could This
Be?:
Students perform a simple mathematical exercise called the Drake
Equation to assess the possibility of life in other galaxies.
Students learn to multiply fractions, decimals, percents, and
whole numbers to assess probability. Activity Four – You Saw What???
This portion of the lesson
is optional, depending on the time and resources of the group.
Students
may take the knowledge they have gained and use it to develop a brief
oral history video of local sightings.
Students and teachers put out the word that they are looking for
personal accounts to record. Resources
can include local veterinarians (animal mutilations), internet databases
(sightings), and personal accounts.
A public service announcement can also be used on local TV or
radio. With
the information recorded, students replay and edit the video using
computer programs, adding music and special effects.
The finished product can be shown at a local library, museum, or
cultural center. Group or Individual?:
This lesson involves of the use of both group and individual work.
Reading and writing assignments are to be done on an individual
basis. Extraterrestrial
messages may be done individually or as a group, depending on the
dynamics of the group. To
make a successful video, the teacher may review the steps of video
production with the students first.
The group may outline jobs for each student to do (videographer,
interviewer, recorder, editor, public information person), and then
guide the students through their jobs to final production. Teaching students non-English ways of expressing a major theme or meaning may be a challenge. If all students doing different projects is daunting, you may decide to choose one type of computer program to use, (have everyone make a sound message, or a digital photo or computer drawing) Describe what's needed to implement this lesson. Some of the possibilities:
Required
websites:
www.activemind.com/Mysterious/Topics/SETI/drake_equation.html Support
websites: One teacher can implement this project; additional help can be used during video development if desired. Field trips are optional, and may be taken to the site of the UFO events. GO
TO TOP ^Evaluation Refer to the rubric at the end of the student lesson. You may want to modify the criteria to your classroom type or specific needs. Almost everyone is curious about UFO’s, especially in their own region. Even most skeptics will turn an interested ear to the story. The abundance of UFO information and databases on the internet gives an ample amount of information for student discussion and exploration. While we may not come to definite conclusions as to the existence of aliens and UFO’s visiting us as an outcome of this lesson, our students will have the opportunity to develop academic skills and creativity while they explore this “infinite” subject!
GO
TO TOP ^ Donna Chadwick, Aztec Public Library, Aztec, New Mexico National UFO Reporting Center (www.nuforc.org) www.discoveryschool.com (SETI references and Drake Equation) |
