September 18, 2013

Looking into the Future of Science and Education (SCIE - 6664S - 2)

Equity in Science Education

I have been teaching in my district for 18 years, during that time I have become somewhat educated on my districts diversity issues.  I work in a rural community made up of majorly white students that are economically disadvantaged.  Our students learning abilities present themselves as our biggest challenge of diversity.  In the last decade the DeSoto School District’s IEP students have increased in student performance at the proficient level on the state standardized test.  The scores have gone from 4.8 percent to 24.1percent, which is a growth of 33.5 percent in the last ten years.  In comparison our students that are living at or below poverty level also show great improvement.  In the last ten years the students enrolled in the free and reduced lunch program have increased in student performance at the proficient level on the state standardized test.  These test scores went from 18.5 percent to 46.9 percent, which is a growth rate of 54.6 percent (DESE, 2012).  Time spent with these students addressing their needs has been time well spent.  This increase indicates the programs my district has implemented to assist these students have benefited them.

My district has changed over to the use of Differentiated Instruction and Standards Based Grading, the benefit of this change allows me to gear lessons for my students’ interests as well as their abilities and skills.  I will continue to incorporate lessons that diversify material and use strategies that assess each individual student for readiness, interest and learning style.  Learning is a central goal, unless learning is at the core of a multicultural perspective classroom activities will do nothing to create an equitable school environment for students (Nieto & Bode 2008). Exposing students to a variety of technology helps motivate them and shows them the relevance of what they are learning to possible future career options. There is no bigger turnoff than having to memorize facts and formulas that aren't made relevant to solving realistic problems (Garrett, 2008).

One of the ways I have addressed the incorporation of technology in my classroom is through our volcano and earthquake project and web quest.  I start out by introducing the objectives with a web quest; the web quest is a work packet with a series of questions dealing with earthquakes and volcanoes that have web address links posted with them. The learning process is diversified allowing students to choose from a variety of media types to learn the material using the internet.  Some of the answers are found in videos they must watch, there are interactive maps and diagrams, and of course informational articles to read. After the initial research is complete students create a resume and business card or a power point on the earthquake and volcano of their choice.  Students are given a set of criteria and steps to follow and instructed on what to include in their project. During this process I act as support while they develop their projects using our available technology and programs. This project allows the students to choose how they will present the information they gathered and learned and how they will apply that knowledge.

Reference

Garrett, N. (2008, May 30). Who are the next “real” American idols? STEM is key. Retrieved from http://wraltechwire.com/business/tech_wire/opinion/story/2958999/

Missouri Department of Elementary and Secondary Education, (2000). MCDC Demographic

Profile. Retrieved from http://mcdc.missouri.edu/census2000

Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (Laureate custom edition).  Boston:  Pearson. 

Looking into the Future of Science and Education (SCIE - 6664S - 2)

Keeping Up With Global Competition

China is a very modern society; I believe it to be a dynamic nation. However modern it is, its government remains largely unreformed and there are many stumbleing blocks to scientific advancement. There is growing evidence that plagiarism, fraud and manipulation of data are interwoven through China’s research process, and their scientific community is failing to take action. With this in mind the STEM reform is of special interest to me. Why the push to incorporate STEM curriculum in our schools? Many believe that the United States is not investing enough into education in critical fields. There is concern that American students will not be able to compete globally in these fields unless we can provide them with the best educational opportunities possible in the STEM fields (Atkinson and Mayo, 2010). With this in mind education bears the burden of compensating for the lack of interest in these fields. Showing real life application of subject matter makes the material more relevant to our students and according to Barber (2011)

“the recent developments, such as President Obama's push to prepare 100,000 new STEM educators over the next 10 years, the effort by the National Science Teachers Association (NSTA) to have science standards included in the Common Core State Standards, and the adoption of STEM initiatives in nearly a dozen states, have added to the pressure” (p. 1).

It seems to me that other countries have been rapidly developing their math and science education and integrating it with technology which seems to be giving them the edge over our US students. Most people are aware of the technology they use but are less aware of the science that underlies the technology (Buxton & Provenzo, 2011). As an Educator I make sure to incorporate the value of the technology as well as the scientific advancement it has brought about. Currently my students are researching solar cooker designs for a class project. They are utilizing the internet to research, design, construct then test their model. This particular project incorporates STEM concepts and promotes its importance

References

Atkinson, R & Mayo, M. (2010, December 7) Refueling the U.S. Innovation Economy: Fresh Approaches to STEM Education. The Information Technology & Innovation Foundation. Retrieved from http://www.itif.org/publications/refueling-us-innovation-economy-fresh-approaches-stem-education

Barber, D.A. (2011, December 13). Educators Look for Resources, New Programs Amid STEM Push. The Journal. Retrieved from http://thejournal.com/articles/2011/12/13/educators-look-for-resources-new-programs-amid-stem-push.aspx

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications

Exploring the Earth and Beyond (SCIE - 6663S - 2) week 5

Implementing a Lesson 

 

As a teacher I seek learning experiences that address a question or problem that will lead my students into a personal journey for answers.  Lessons that utilize inquiry allow students the opportunity to act like scientists, deriving questions, designing and implementing investigations, and communicating the results.  Inquiry requires scientific reasoning and greatest cognitive demand for students (Banchi, & Bell, 2008).  I spend much of my time looking at what will make me a better educator and what kinds of things can I use to help my students.   My lessons and assessments tend to focus on the incorporation of contemporary tools and resources to maximize content learning (ISTE, 2011).  With the incorporation of technology into my lessons I promote the STEM movement in my science curriculum which will be a long term benefit for my students.

As I reflect on my earthquake lesson I consider all the components that my students addressed as they progressed through the lesson.  The use of the Discovery Education resources has made the incorporation of multimedia easier for me as I plan my lessons.  I still choose to use many of my materials from our older text book companies as well as lessons that are hand-me-downs from other teachers I have worked with.  I have found that by incorporating the tech book resources with lesson I have used for several years I can address all my students learning styles.  I still struggle, as do my students, with our tech books and the lessons available as I to learn how to navigate the different websites and links.  I have found that my students learn with me as we look at the online lessons and we often work out “glitches” in the programs together.  Today’s students are so accustomed to media in their lives that I can no longer imagine teaching without it.  Starting the lesson with videos and having students take notes helps capture their interest immediately.  My days of long lectures and notes have been replaced with short, visually fascinating movie clips that my students watch intently.  Going through the steps of watching video, taking notes, answering questions, and doing virtual labs or looking at simulations allows my students to formulate explanations based on their gathered data.  They can then apply their gathered knowledge and answer questions effectively about the concepts addressed in the lesson.  I know they have achieved a deep level of understanding as I watch their presentations and ask questions that they can answer with confidence.  Some students even addressed their own misconceptions about earthquakes in their presentations and where they found the correct information.  These statements led a class discussion that addressed where and how we get wrong information and how to use inquiry to find the right answers. 

As I have spent the last year incorporating more and more media and technology into my classroom and lessons.  I have found it to be more effective then I could ever have imagined.  I no longer struggle to find lessons for my poor readers, now they can watch and listen to the information.  I do not badger my students to do notes from the book but now can give them a series of video clips to watch where the information is presented in a visually exciting manner.  These simulations and virtual labs allow students to “see” results that I may not have been able to reproduce in the classroom, giving them a better understanding of a particular process and its outcome.  Having such a deep understanding of the material allows my students to apply that knowledge more effectively in their own presentations.  With the introduction of more technology and media into my lessons I have at times felt like all I am doing is sitting back and watching my students work.  I realize that through their own exploration and inquiry they will digest the concepts at their own pace which allows for a deeper understanding of the material. Sometimes I must remind myself that an effective teacher enhances student learning more than any other aspect of schooling (Marzano, 2006). 

              

References

Banchi, H., & Bell, R. (2008). The Many Levels of inquiry. Science & Children,46 (2), 26–29.

International Society for Technology in Education. (2011). Nets for students. Retrieved from http://www.iste.org/standards/nets-for-students.aspx

Marzano, R.J. (2006). Classroom Assessment & Grading that Work. Alexandria, VA: ASCD

 

 

 

Exploring the Earth and Beyond (SCIE - 6663S - 2) week 3

Natural Disasters

In wake of the Oklahoma disaster and, myself, living in a state that is part of Tornado Alley I have chosen to discuss tornados as my natural disaster. The conditions required for development of tornadoes begins with a low level of moisture that is triggered by a cold front or other low level zone of converging wind, lifting the moist air up. As the air begins to rise it becomes saturated, it will continue rising to produce a thunderstorm cloud in an unstable atmosphere. Tornadoes usually form in areas where winds are strong and turn in a clockwise or veering direction (The Weather Channel, 1995-2012).

Tornados can happen during any time of the year but peak season tends to be spring. Spring is when conditions for tornado tend to be more favorable, with unstable weather being more common.  Typically forecasters examine observations and computer data to locate regions where strong instability and wind shear coexist, these factors indicating the possibility of tornado conditions (TWC, 1995-2012).

The Enhanced Fujita Tornado Intensity Scale is used to rate the intensity of tornados. The Fujita scale has a range from F0-F5 based upon the type and severity of damage the tornado produced and approximate wind speed ranges for each damage category (TWC, 1995-2012). With the Oklahoma disaster making National news we are able to see firsthand the damage these types of natural phenomena cause. Experts in this field are estimating the damage to be near $2 billion, with the loss of homes, school, medical buildings, and private sector structures to name a few (Belvedere, 2013).

As far as saving buildings and homes from loss, that has yet to be discovered. We can baton down the hatches only so much. However saving the lives of people in the affected areas has been more successful. With early detection systems in use the National Weather Service is able to warn people prior to an event so that they can seek shelter, allowing lives to be spared. Unfortunately in some cases not all lives are spared and tragedy occurs in the wake of these events.          

Reference

Belvedere, M. (2013, May 12). Oklahoma Tornado Damage Could Hit $2 Billion: Expert. CNBC. Retrieved from http://www.cnbc.com/id/100753925

The Weather Channel. (1995-2012). Storm Encyclopedia: Tornados. Retrieved from http://www.weather.com/encyclopedia/tornado/form.html

Investigating the Living World (SCIE - 6662S - 2)----- Week 3

Ask a Scientist

About four years ago my niece died from Amyotrophic lateral sclerosis, ALS or Lou Gehrig’s disease, at the age of nineteen. She was diagnosed at age seventeen; the disease progressed very quickly and took her from us at a young age. ALS is not as common in young people; it tends to strike people between 40 and 60 years of age with men being affected more often than women.  In 90 to 95 percent of all ALS cases the disease occurs with no clearly associated risk factors. People that have been diagnosed with ALS typically do not have a family history of the disease, and their family members are not considered to be at increased risk for developing ALS. (National Institute of Neurological Disorders and Stroke, 2012). In the wake of my nieces’ death I did some of my own research on the disease to try and understand it better. Motor neurons have been the focus of ALS research; this is based on the symptoms of this disease involving weakness of muscles (ALS Association, 2010). The research for treatment of ALS deals with the fate of motor neurons. The thought is that it might be sufficient to implant, by gene or stem cell therapy, a minimum number of cells that do not have any mutant protein but instead make helpful factors. The mutant protein, copper-zinc superoxide dismutase (SOD1), is linked to some cases of the disease. If mutant SOD1 is present in motor neurons, but normal SOD1 is in the surrounding, protective glia cells, then the motor neurons do not die. (ALS Association, 2010).

My question is this: If treatment research focuses on the interaction between motor neurons and non-neuronal cells and how much motor neuron death depends on neighboring cells, then how will non-neuronal cells protect motor neurons expressing an ALS-causing mutation.

I have not yet received my response so there will be more to come at a later date.

References

ALS Association. (2010). Cell Targets. Retrieved from http://www.alsa.org/research/about-als-research/cell-targets.html

National Institute of Neurological Disorders and Stroke. (2012, December 20). Amyotrophic Lateral Sclerosis (ALS) Fact Sheet. Retrieved from http://www.ninds.nih.gov/disorders/amyotrophiclateralsclerosis/detail_ALS.htm#222914842

Investigating the Living World (SCIE - 6662S - 2)----- Week 1

Evaluating Web 2.0 Presentation Tools

Things that excite students help them focus on the learning, resources like Prezi(a new free online presentation tool) allows students to create and learn at the same time. Exposure to this type of media helps students as they prepare to enter the work force, technology is integrated into many jobs and exposure to tools like Prezi will make them better prepared.  This tool has an option that allows students to create different types of presentations and examples to help with their ideas. Using a presentation format for prior knowledge allows students to discuss what they know and share ideas. It can be an opportunity to share correct knowledge and address incorrect information.

Check out the Prezi video tutorial. httpv://www.youtube.com/watch?v=jx9d7GPR7Wg

Posters are a common method of sharing information used in the classroom. Posters are used to communicate important ideas and as student assessment of knowledge. Creating a poster allows the student to consider their information and figure out the best way to include, organize, arrange, and illustrate it. Glogster provides a way to bring the poster into the 21st century by allowing users to create a digital poster, or glog, with multimedia and hyperlinked elements to extend and supplement the information it contains. This tool is user friendly and captivities the users attention.

Detailed Tutorial on Glogster EDU - Online teaching and learning tool http://www.youtube.com/watch?v=80NISdsoouE

Google Docs has a variety of digital tools that provide teachers with features to help students develop 21st century writing skills. Google Docs are collaborative and available at any time, this makes the tool well-suited for digital writing projects that combine peer editing with cooperative grouping and small group fine-tuned writing instruction. I have not used this with my students yet but have with my colleagues. The writing application was a wonderful tool during curriculum writing and the presentations options look promising as well.

Google Docs for Students Introduction http://www.youtube.com/watch?v=xmR2kbbupVY

SCIE-6661S-1 Exploring the Physical World---Week 6

21^st Century Topics and Tools

A topic in physical science that must be learned so it can be built upon is kinetic theory. What is kinetic theory you may ask? According to Webster’s Dictionary it is a theory that the temperature of a substance increases with an increase in either the average kinetic energy of the particles or the average potential energy of separation (as in fusion) of the particles or in both when heat is added —called also kinetic theory of heat.

Concepts like these can be hard for middle school students to learn. Utilizing tools that excite and interest students can make the learning seem fun and not so much like work. From my own experience I have found that my students enjoy creating projects online. In the past few years the media tools available to students and teachers has improved immensely. Things that excite students help them focus on the learning, resources like Prezi (a new free online presentation tool) allows students to create and learn at the same time. Exposure to this type of media helps students as they prepare to enter the work force, technology is integrated into many jobs and exposure to tools like Prezi will make them better prepared.

As students address the kinetic theory it’s important to establish what they already know. The use of Prezi can assist in this process. This tool has an option that allows students to create a mind map, and examples to help students with their ideas. Mind mapping prior knowledge of the kinetic theory would be a good place to start. Using a presentation format for prior knowledge allows students to discuss what they know and share ideas. It can be an opportunity to share correct knowledge and address incorrect information. However with the introduction of any new technology a period of learning and adjustment must be considered, for students and teacher. Many tools like Prezi offer tutorials to assist in the preparation and use of the program. I find those tutorials to be helpful not only for myself but for my students.

Check out the Prezi video tutorial. httpv://www.youtube.com/watch?v=jx9d7GPR7Wg

References

Alessio. (2011, April 1). Kinetic Theory Resources. [Blog message]. Retrieved from http://blog.ngfl-cymru.org.uk/2011/04/326/

Kinetic Theory. (n.d.). In Merriam-Webester’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/kinetic%20theory

SCIE-6661S-1 Exploring the Physical World---Week 4 Scientific Inquiry: Choosing Insulators

 

When selecting materials to test as insulators I considered the common items in my home and their uses.  An insulator is a material that prevents heat from escaping, keeping items warm for longer periods of time. Insulators have many common uses in the home from building materials to food containers.  Depending on the job of the insulator the materials used to insulate can vary greatly.  Why do we spend time investigating insulators you may ask?  With a lot of emphasis being placed on buildings being energy efficient research into the economic benefits of maximum insulators has become an important topic (Tillery, Enger, & Ross, 2008).  

In my experiment I chose four common household items and tested their insulating potential.  I chose to test plastic wrap, aluminum foil, newspaper and cotton cloth.  I believe that if I test all four if my insulators then the foil will prove to be the most efficient in the retention of heat.  In order to test my insulators I used four 200 milliliter beakers, water heated to sixty five degrees, rubber bands and Fahrenheit thermometer.  After pouring 100 milliliters of heated water into each beaker I secured my insulators over the beaker opening with a rubber band.  After a thirty minute cooling period I measured the temperature of the water in each beaker again, recording the difference.  After conducting three trials for each of my insulators I averaged the results.  I found that my choice, foil being the best at insulating, was correct.  The average temperature change for each of my insulators is as follows.  The plastic wrap experienced an average drop of 35 degrees, the aluminum foil experienced an average drop of 12 degrees, the newspaper experienced an average drop of 29 degrees, and the cotton cloth experienced an average drop of 31 degrees.  I expected the foil to be the most efficient at insulating; having knowledge of its common uses and properties indicated its ability to hold heat in effectively.  I hypothesized that the plastic wrap would have been a close runner up to the foil and was very surprised that its ability to retain heat was so poor.  I did not believe that the cloth or newspaper would act as good insulators in this case and was not surprised at those results. 

This activity was very easy to prepare and execute in a classroom.  I can see my students being able to replicate this activity in the classroom and gather similar useful data.  It would make for an interesting topic in our classroom discussions.  I would be very interested to hear their opinions as to which items they would chose as best insulators and why the others would not.  Sometimes students’ clear, unrestricted views make more sense than our preconceived ideas.  I would also like my students to choose materials they feel would be good insulators and execute the same test for them.  After the students analyze their data and compare all the results an open forum of conversation would be enlightening on their choices and results.

 

 References

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York:

McGraw-Hill

    

SCIE-6661S-1 Exploring the Physical World---Week 3 Scientific Inquiry on Electromagnetism:

 

When researching methods of creating an electromagnet there were several variables to consider and test.  Electromagnets can be turned on and off by using a battery as the source of electrons. By connecting a wire to the battery you create a flow of electrons through the wire, there must be a complete circuit for the electrons to flow. In doing this you cause the electrons to behave like a magnet when they flow through the wire, creating a magnetic field.  Every electric charge is surrounded by an electric field.  If the charge is moving, it is surrounded by an electric field and a magnetic field (Tillery, Enger, & Ross, 2008).   

In my design I chose to test two different variables that could increase the electromagnetic flow of my magnet.  My first variable tested was how the amount of coils in the wire affects the strength of the magnet.  I believe that if I increase the number of coils then the magnet will be stronger.  I began my experiment by creating the magnet without any coils in the wire and recording the amount of paperclips collected.  I chose to add five coils at a time, with a maximum of twenty, and test each addition of coils three times.  I found that as I increased the amount of coils in the wire the magnetism increased.  With each addition of five coils in the wire the amount of paperclips attracted increased.

With my first variable tested and the data recorded I moved on to my next variable.  In my next experimental design I tested the gage of the wire and its effects on the strength of the magnet.  I believe that if I increase the gage of the wire then the magnetism will decrease.  Using the two different gauges of wire provided in our kits I created the first magnet with the thinner gauged wire.  During the three trials for the thin gauged wire the paperclips collected by the magnet were consistent, picking up five paperclips each time.  After changing to the thicker gauged wire and conducting the experiment again I noticed that the paper clips attracted to the magnet were inconsistent but approximately the same.  The amount of paper clips attracted to the magnet with the thicker gauge wire ranged from four to five at a time.  I concluded that the gauge of the wire had very little to no effect on the strength of my magnet.

As I read up on magnetism in our course text and prepared and then executed my experiment I was reminded of why we allow students to design their own procedure and why we provide procedure.  I some cases students have no experience with the materials they are testing, in other cases they have had exposure.  Most students have had exposure to magnetism at an early age. I do not know many, if any, children that have not enjoyed playing with magnets at some point in their youth.  If I were to conduct this experiment with my students they would ultimately ask why we would need to try to increase the magnetism so many different ways.  I would remind them that different designs are used for different applications (Tillery, Enger, & Ross, 2008).  Our job, as scientists, is to investigate all the possibilities and find the results.      

 

References

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York: McGraw-Hill

SCIE-6661S-1 Exploring the Physical World---Week 2 Guided Inquiry---Surface affects Momentum

 

In my chosen guided inquiry I selected how two different surfaces affect the momentum of a marble? My hypothesis is if I compare the linoleum floor to the carpeted floor in my school hallway then the momentum of the marble will be faster and go further on the linoleum. For my experiment I used the large marble, a meter stick, linoleum, and carpeted hallway flooring. For each trial, I tested each surface three times, I averaged the results. I marked the floor with tape and rolled the marble in the designated area.  The following are my results: on the carpeted floor the average distance was 12 centimeters, and on the linoleum the average distance was 52 centimeters. Based on prior knowledge I knew that the carpet would cause friction and imped the speed and distance of the marble. When assessing the floors the carpets texture looked rougher in comparison to the linoleum indicating to me a possible impairment in momentum. Challenges I encountered during my experiment were minimal with the exception of keeping the marble in the defined boundary. If I chose to do this experiment in the classroom I would consider creating a track with different surfaces. This would eliminate the problem of the wandering marble.  

This experiment is a good example of guided inquiry for students. My students will have the opportunity to learn how to independently inquire, use data, and adapt design to accommodate problems. With my 8^th grade students I can associate the surface to possible concerns for road surfaces when they become drivers. To give more opportunity for the students to explore perhaps we could test other surfaces around the school. During state standardized testing Newton’s laws are addressed. We spend time before the test reviewing concepts learned in prior years and this activity would be an excellent way to review the laws and see where they apply.    

 

An Iquiry Lesson

For the past two years my Jr. High science department has implemented an inquiry based lab activity that involves the use of forensic science techniques.  We noticed an interest in our students with the growing popularity of crime scene investigative television shows.  Always on the lookout for new exciting ways to conduct labs and present objectives we, as a department, decided to adopt theses teaching methods to incite interest in the inquiry process.  How better to understand the importance of following procedure steps then to use them to solve a crime. 

Prior to the crime being committed the students spend time reviewing a variety of  power points over things like evidence collection, finger printing, hair analysis to name just a few.  During these presentations discussions are held in regard to how our investigation will benefit from having prior knowledge of procedure steps to follow when investigating a crime.  The students prepare by looking at sample crime cases which contain the investigators notes.  The students are given paperwork that will help them document their steps in solving the crime.  These pre-crime preparations create interest and partnership among the students as they plan responsibilities for the group members. 

On the day the crime is committed students set their action plan into motion.  Each student is responsible for a required task at the crime scene.  They gather evidence, measure the area, sketch the scene, and take pictures.  Over the course of the week students interview predetermined suspects, share findings and document information gathered.  They also complete a series of labs that represent evidence testing in a crime lab.  Each day a case finding/fact is released to the student investigators to help them as they coordinate the information they have gathered.  The released information helps the students stay on track during the investigation.

The students keep a daily journal entry of their groups’ findings. They systematically record all evidence as they follow procedure and create a timeline for the crime.  They utilize witness information as well as collected evidence from the crime scene.  By allowing students to choose the jobs they have the most interest in we can differentiate the learning experience for each student.  Giving students the opportunity to choose how they learn the objectives allows them to be vested in the information they are learning.  Flexible management of classroom resources enables students to work in ways with tasks that maximize their learning (Marzano, 2010).  There has been much emphasis put on authentic assessments and differentiated instruction in the classroom. Teachers are able to determine student ability through performance tasks; the crime scene investigation allows the students to exhibit their knowledge in a manner that best suits their individual learning style.  My students were able to performance the tasks and activities which in turn displayed their understanding of the objectives.  These types of activities are designed to ensure student mastery, internalization, and understanding of the objective (Marzano, 2010). 

I spend much of my free time looking at ways to differentiate my lessons and include authentic assessment into my curriculum.  I know this is a benefit to my students and have watched as they take ownership of their education when allowed to choose how they learn.  I spend much of my time familiarizing myself with strategies that work for my diverse learners. In doing this I must also keep in mind that as a science teacher it is my responsibility to teach the actual science content and incorporate culture and other interests, but first and foremost keep the content intact (Buxton & Provenzo, 2011).

 

 

                

References

 

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle

school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.

 

Marzano, R. J. (Ed.). (2010). On excellence in teaching. Bloomington, IN: Solution Tree Press.

 

 

 

                

 

 

 

Melting Icebergs Experiment – Week 3&4 (SCIE-6660)

With the dawning of the Industrial age practices began to alter the global climate and environment. Before that time, human activity didn’t release many greenhouse gases. With the onslaught of population, deforestation, factory farming, and the use of fossil fuels humans are creating an excess of greenhouse gases in the atmosphere and contributing to global warming. How long we have till the polar icecaps melt has been a commonly discussed question. In recent years estimates ranged from the years 2030 to as early as 2013. Noting that in 2007 the Norwegian ice sheet had reached a historical low of 3m sq. km in the summer. Other questions of concern are the effects of an increase in the amount of fresh water to salt water. Will the fresh water increase cause changes in ocean currents which will in turn cause a change in climate? Will the melting of the glaciers found on land cause flooding?

Have you ever had a very full glass of something cool to drink with ice floating at the surface? As the ice melted into the drink did the contents overflow? That concept fuels the concern about the polar icecaps melting. The increase in the water level should cause flooding in low lying countries as well as along the coastline of the U.S.A., what then? This water that was frozen on land will melt into the oceans forcing water levels to rise, just like in our glass. If you fill a glass with ice then pour water into the glass until it is full but not overflowing you will notice some ice floating above the water line. As that ice begins to melt the contents will overflow due to lack of space inside the glass. The ice on land will act the same way as it melts. Once the extra water is added to our oceans it will overflow onto the land surfaces.

These ideas are all centered on the theory of global warming. I believe that it is not possible for humans to live on the planet without having an impact. I can’t believe that with all of the construction, farming, and deforestation, to mention a few, that an adverse effect on Earth wouldn’t be possible. Why are the glaciers and polar icecaps melting? Why are we experiencing more extreme weather events around the world? 

 

References

Via ::Xinhua: Expert: Arctic polar cap may disappear this summer (news website)

The Melting of Our Polar Icecaps

As I mull over the repercussions of our Polar Icecaps melting I immediately reminisce the time I spent in class with my students teaching about Environmental Science. It was 2006 and the former Vice President Al Gore had released his documentary An Inconvenient Truth. I remember watching the movie with my classes and having some very deep conversations with my students, which is rare for 8th graders. The movie addressed the impact that melting icecaps would have on the world as a whole. It described the loss of land due to the rise of ocean levels. It made clear the impact on humanity by such a drastic loss of inhabitable living space. The students expressed their concern and fear for their future should such a dramatic event take place in their lifetime. Questions from them about where will the people go, where will we get our food from were among many they expressed.

These are the types of learning experiences teachers seek in their classrooms. Finding a question or event that leads students into their own journey for answers is the basis of inquiry. As a seasoned science teacher I look for topics and lessons that cause my students to ask questions. I want them to have the desire to learn. I still present information in my classroom in a manner that allows my students to come up with questions of their own and then be able to seek the answers. Authentic assessments drive student to learn and allow them to seek information that interests them. Students then become vested in their learning and that gives their education value.   

STEM Strategies Lesson Plan I not sure I will ever use this method to write future lesson plans. I did like how much this method requires you to evaluate the effectiveness of your lesson. The Five E's (Engagement, Exploration, Explanation, Elaboration, Evaluation) are a great way to prepare for a lesson. They are useful in organizing your thoughts during lesson set up. I think it's too much to use on a regular basis. I can’t imagine writing a lesson plan like this on a regularly. The plan I used for this assignment was one that I have used in the past. It is a successful lesson my students are definitely highly engaged and motivated. The use of technology is engaging and creative, the students relish the idea of choosing how they learn. The students seemed to be interested in the information and the creative application of their research. Objectives as a whole were met and mastered. The use of technology is an immediate success for most students as it gains their interest. When I make changes for next year I will provide a preselected list of volcanoes and earthquakes, there are too many for the students to choose from.

STEM Strategies Lesson Plan

I not sure I will ever use this method to write future lesson plans. I did like how much this method requires you to evaluate the effectiveness of your lesson. The Five E's (Engagement, Exploration, Explanation, Elaboration, Evaluation) are a great way to prepare for a lesson. They are useful in organizing your thoughts during lesson set up. I think it's too much to use on a regular basis. I can’t imagine writing a lesson plan like this on a regularly.

The plan I used for this assignment was one that I have used in the past. It is a successful lesson my students are definitely highly engaged and motivated. The use of technology is engaging and creative, the students relish the idea of choosing how they learn. The students seemed to be interested in the information and the creative application of their research. Objectives as a whole were met and mastered.  The use of technology is an immediate success for most students as it gains their interest. When I make changes for next year I will provide a preselected list of volcanoes and earthquakes, there are too many for the students to choose from.