| Just like the scientific genius of Newton which is | | | | SCIENCE |
| accessible to a multiplicity of ages and learners, so | | | | They can have fun themselves with connecting |
| too, the Newton's Castle web resource provides a | | | | Newton's rich genius to Science and Math content |
| vast array of differentiated multidisciplinary | | | | curricula, they are already studied or will be |
| curricula projects and investigative chambers | | | | studying. They can even author a page of such |
| within its pages. | | | | connections with the heading: Newton KNEW IT |
| EARLY CHILDHOOD | | | | ALL!! |
| Language Arts | | | | Intermediate students can design web pages that |
| A child in grade 2 or 3 can experience an online | | | | focus on current issues or stories in science and |
| think aloud and read aloud using the animation | | | | or mathematics which resonate with Newton's |
| picture walk technique of balanced literacy as the | | | | understandings. |
| child considers how and why light is refracted | | | | They can also digitally photograph natural |
| through a prism. | | | | phenomena in daily life that reflect Newton's |
| Further language arts uses for the prism and why | | | | understandings and insights. |
| dogs chase cars problem construct, would be: | | | | SCIENCE/MATHEMATICS/LANGUAGE ARTS |
| having the children create their own pour quoi | | | | Newton's Inventions page can be the jumping off |
| deliberately fictional folk tale to explain this science | | | | point for the middle school students' creating their |
| fact and then include an informational paragraph | | | | own inventions inspired by his or exploring current |
| with the science fact data in it!! | | | | permutations of how his inventions live on in our |
| They can also use the questions to author a | | | | current time. |
| scientifically accurate answer to the question in | | | | They can relate the information on the |
| the style of the wonderful John Sciezka Science | | | | Pennsylvania Mountains to their Earth Science |
| Verse (New York: Viking, 2004). | | | | Curriculum and research other magnetic |
| Science/ Mathematical Reasoning/Problem Solving | | | | mountains. They can also develop a list of links for |
| Since color identification and discussion is part of | | | | these mountains. |
| the early childhood science curriculum, children can | | | | Intermediate Students can do an invention's need |
| use this animation as well as the animation of the | | | | survey, preliminary drawings and a précis |
| car rolling up hill, as the catalyst for science log | | | | detailing the need, science/mathematical design |
| picturing observations. These questions also can | | | | principles behind it, and market design for their |
| serve as the bases for inculcating young learners | | | | inventions. They can be Newton's 21st Century |
| in science method and hypothesis formation. | | | | apprentices in invention. |
| The same child can only ponder the scientific | | | | HIGH SCHOOL |
| explanation The child can hypothesize as to why | | | | The site was developed for, by and with high |
| the dog chases a car. Therefore the child has | | | | school students from John F. Kennedy High School. |
| practiced early childhood learning technology | | | | ENGLISH LANGUAGE ARTS/TEST |
| assisted inquiry based learning. The animation and | | | | SOPHISTICATION/ REGENTS/SAT ESSAY |
| web has accessed the young learner to this big | | | | WRITING/ DEBATING/ STUDIES/ |
| Newtonian idea. | | | | Of course, for this grade level the power point |
| MIDDLE ELEMENTARY LEVEL INTERMEDIATE | | | | can be the power catalyst for revisitings of |
| SCHOOL | | | | Newton's achievements and aligning Newton to |
| LANGUAGE ARTS | | | | contemporary issues of intellectual freedom. |
| On the middle elementary level, children can | | | | High school students can partake of his castle of |
| develop their own ideas and stories or factual | | | | critical thinking , investigative and hypothesis |
| explanations for why cars roll up hill. They can also | | | | formation as they react to the same issues of |
| storyboard animations using the visual as a | | | | censorship and intellectual freedom for publication |
| catalyst for persuasive narrative or procedural | | | | that charged his life. |
| account or research writing. | | | | They can develop their own pro and con |
| They can develop further science riddles and | | | | persuasive essay takes on some of the issues |
| respond to them in riddle format. | | | | and themes he advocated. |
| They can also use these questions and the other | | | | Of course they can also research how these |
| Newton's question page on the web resource as | | | | issues have changed and the extent to which |
| the starting point for procedural account and/or | | | | they figure in today's news. |
| outlining of the steps they would take in the | | | | They can develop designs for their own pages to |
| preliminary research process to discover the | | | | amplify these issues. |
| answers to these questions. They could even | | | | They can also develop model English Regents test |
| detail what happens when they put these | | | | sophistication questions in multiplechoice, DBQ and |
| questions into a search engine and then start | | | | essay format for the exam and of course |
| checking out the matches. Of course, they can | | | | provide the answers as well. |
| also click on the site links to explore the actual | | | | MATHEMATICS: |
| sources of the information. | | | | They can explore the extent to which Newton's |
| They can also write to some of the other | | | | mathematical insights are part of their current |
| experts cited online, creating authentic | | | | curricula or have fun by having him comment on |
| communications and practicing much needed | | | | their current mathematics textbooks!! |
| business/emailing skills. | | | | They can research to identify other |
| Intermediate school students can add in their own | | | | mathematicians who were investigating at the |
| links with explanations as to how these links enrich | | | | same time as Newton and compare their results |
| specific pages | | | | with his. |
| SOCIAL STUDIES/ TEST SOPHISTICATION/ | | | | SCIENCE: |
| INTEGRATED BALANCED LITERACY | | | | They can develop sample pages from Newton's |
| On middle grade levels, the web resource can | | | | ongoing data keeping in which they hypothesize, |
| provide information for biographical snapshots or | | | | using his writings and ideas, how he would have |
| student biography writings of Newton. They can | | | | written or filled in a current lab observation journal |
| also rewrite his story for middle school students | | | | or lab procedure format. |
| since the web resource target audience is high | | | | WORLD HISTORY: |
| school students. | | | | Students can design a timeline focusing on other |
| Middle school students can map Newton's life to | | | | giant multidisciplinary science, mathematics, and |
| go along with his timeline. | | | | political thinkers such as Da Vinci and Einstein and |
| Intermediate Students can review a teen trade | | | | relate Newton's achievements to theirs using |
| book about Newton to enhance the site!! | | | | graphic organizers in a power point. |
| They can use the timeline, the animations, the | | | | A scientist and writer for all centuries, on |
| graphics, and photos on the site for | | | | cyberspace for all to visit and to revision!! |
| DBQ-document Question links. | | | | |