To My Fellow Candidiates:
Outside my inclusion classroom I believe I have affected change in science education at my school. As the "unofficial" science coordinator at my school, many teachers of science have sought my advice on quality science lessons and activities. In addition I have modeled inquiry standards based science lessons in my classroom as part of our school's on-going peer professional development. These particular lessons integrated other content areas such as mathematics, language arts and technology. Last year, as coordinator, I, along with the science fair committee, implemented a standards based science fair. Using the scientific method, students collaborated in teams on a given science topic that had to be presented to a panel of judges.
From a district perspective, several years ago I served on the district's science curriculum committee in bringing Full Option Science System, FOSS, inquiry based kits into our district. Currently as a committee, along with our mathematics and science, we are exploring new inquiry based science kits that have more of a literacy component to it.
I think I can say with certainty an obstacle that most us as science educators have is ample time to effectively implement our science programs. In this day of high stakes testing under the requirements of NCLB, science education in many schools is often put on the back burner. Unless reforms are made to NCLB to include science as part of the requirements, this will be a challenge difficult to overcome. Science needs to be on a equal plane as language arts literacy and mathematics in order to for our country remain a competitive and tcchnologically innovative power in a 21st century global economy.
Sunday, November 20, 2011
Sunday, November 13, 2011
Our Sputnik?
To My Fellow Colleagues:
Russia initiated the "Space Race" with the launching of Sputnik in 1959. What grew out of that tumultuous era was the United States becoming a better educated, more innovative and more technology advanced society. We are now faced with another Sputnik. Asian countries like China, Japan and Singapore, just to name a few, along with India are outperforming United States fourth and eight grade students in math and science according to the 2007 Trends in Mathematics and Science Study, TIMSS. If the United States is to maintain it's status as a global economic power, it must reinvent the way science is taught in schools along with STEM education.
In 2009 President Obama launched his "Educate to Innovate" campaign. It calls for $260 million in public and private investments
MORE TO FOLLOW!!!! STAY TUNED.
Russia initiated the "Space Race" with the launching of Sputnik in 1959. What grew out of that tumultuous era was the United States becoming a better educated, more innovative and more technology advanced society. We are now faced with another Sputnik. Asian countries like China, Japan and Singapore, just to name a few, along with India are outperforming United States fourth and eight grade students in math and science according to the 2007 Trends in Mathematics and Science Study, TIMSS. If the United States is to maintain it's status as a global economic power, it must reinvent the way science is taught in schools along with STEM education.
In 2009 President Obama launched his "Educate to Innovate" campaign. It calls for $260 million in public and private investments
MORE TO FOLLOW!!!! STAY TUNED.
Monday, August 1, 2011
Modeling in Earth Science
Fellow Colleagues,
Using models in science instruction can greatly enhance an instructional lesson. Modeling allows teachers to use different modalities; visual, kinesthetic and tactile to convey or further develop the learning of a concept.
Structural geology, specifically faulting was the focus of the lesson conducted with my small group of students this past week. Two models were used: a Milky Way candy bar and a 3D paper fault model.
The lesson opened with a guiding question, "How do rocks deform?" This was met with a little difficulty. The students had an issue in understanding the word "deform." Once that was explained students entered responses in their observation logs. Each student was given a Milky Way candy bar. They were asked to stretch the candy bar and expose the caramel and nougat. (Stretching the candy bar illustrated the tension forces rocks undergo during faulting). Students were asked to write what happened to the outer shell, caramel and nougat in their logs. Short discussion followed. Next, they were asked to push the candy bar back together. (Pushing back together represented compression forces). Again written observation were made followed by a short discussion. Following the lesson the students were then asked again, "How do rocks deform?" Answers form the students demonstrated appropriate responses: change in temperature, cracking, stretching.
The second model was a 3D paper fault model designed to show the major types of faults; normal, thrust and strike-slip. Students demonstrated the movement of the faults using the models. Visual representations of the faults were provided as a resource if students needed. After modeling students demonstrated their understanding by drawing each fault in their log. Each drawing was labeled with directional arrows showing the fault movements. As an assessment students were shown 10 images of different faults. Together they scored 8/10 images correct. As an extension to further their understanding of the content knowledge the students together on a interactive
website designed a structure that could withstand a "strong" earthquake.
http://dsc.discovery.com/guides/planetearth/earthquake/interactive/interactive.html
Using models in science instruction can greatly enhance an instructional lesson. Modeling allows teachers to use different modalities; visual, kinesthetic and tactile to convey or further develop the learning of a concept.
Structural geology, specifically faulting was the focus of the lesson conducted with my small group of students this past week. Two models were used: a Milky Way candy bar and a 3D paper fault model.
 |
| Milky Way bar showing compression forces |
 |
| Milky Way bar showing tension forces |
The second model was a 3D paper fault model designed to show the major types of faults; normal, thrust and strike-slip. Students demonstrated the movement of the faults using the models. Visual representations of the faults were provided as a resource if students needed. After modeling students demonstrated their understanding by drawing each fault in their log. Each drawing was labeled with directional arrows showing the fault movements. As an assessment students were shown 10 images of different faults. Together they scored 8/10 images correct. As an extension to further their understanding of the content knowledge the students together on a interactive
website designed a structure that could withstand a "strong" earthquake.
http://dsc.discovery.com/guides/planetearth/earthquake/interactive/interactive.html
 |
| 3D Paper Fault Model |
 |
| Milky Way and 3D Paper Model. |
Sunday, July 17, 2011
Haiti Earthquake- A Natural Disaster
Fellow Colleagues,
Natural disasters not only affect the people where the tragedy happens. In January of 2010 a 7.0 magnitude earthquake struck the island country of Haiti. The school district in New Jersey that I teach in has a size-able student population of Haitian descent. We have no less than 4 staff members who speak the Creole language fluently and were born in the country. This natural disaster had a tremendous impact on just the school community but the community as a whole.
Surrounding this tragedy that affected our school community, we, as a school staff simultaneously increased the scientific literacy and compassion of the student of the school. In our science classes questions were asked of the students. For example, Why did the earthquake happen and what caused it? Teachers showed the students on a map the two faults that caused the quake. Students constructed paper and clay models of the type of fault, a strike-slip fault to assist the understand the mechanism of the quake. A "Brain-Pop" video was shown on earthquakes as well to reinforce the concept of the mechanism of the earthquake.
As a school community to reaffirm our support for our Haitian community we participated in a "dress-down" day shortly after the quake. A "dress-down" day when the staff can dress casually and the students are not required to dress in their school uniforms. $1 dollar asked of any student who voluntarily participated. The amount of money collected went to the American Red Cross to assist in the relief efforts. Soon after, a school assembly celebrating Haitian culture with music, dance, video and food was organized and carried by our staff and students of Haitian descent.
This unfortunate natural disaster showed how students increased their scientific literacy and at the same time increasing their cultural awareness.
Natural disasters not only affect the people where the tragedy happens. In January of 2010 a 7.0 magnitude earthquake struck the island country of Haiti. The school district in New Jersey that I teach in has a size-able student population of Haitian descent. We have no less than 4 staff members who speak the Creole language fluently and were born in the country. This natural disaster had a tremendous impact on just the school community but the community as a whole.
Surrounding this tragedy that affected our school community, we, as a school staff simultaneously increased the scientific literacy and compassion of the student of the school. In our science classes questions were asked of the students. For example, Why did the earthquake happen and what caused it? Teachers showed the students on a map the two faults that caused the quake. Students constructed paper and clay models of the type of fault, a strike-slip fault to assist the understand the mechanism of the quake. A "Brain-Pop" video was shown on earthquakes as well to reinforce the concept of the mechanism of the earthquake.
As a school community to reaffirm our support for our Haitian community we participated in a "dress-down" day shortly after the quake. A "dress-down" day when the staff can dress casually and the students are not required to dress in their school uniforms. $1 dollar asked of any student who voluntarily participated. The amount of money collected went to the American Red Cross to assist in the relief efforts. Soon after, a school assembly celebrating Haitian culture with music, dance, video and food was organized and carried by our staff and students of Haitian descent.
This unfortunate natural disaster showed how students increased their scientific literacy and at the same time increasing their cultural awareness.
Sunday, May 22, 2011
Ask A Scientist
Fellow Candidates:
As of this date I have not received to my question from "Ask A Scientist." My question is "Within the chrysalis what changes take place at the cellular level when the caterpillar changes to a butterfly?"
Since I did not know how long the response would take, I researched the question myself. Some interesting insights were discovered. Newly hatched caterpillars have the same of cells whether they are newly hatched or ready to pupate. Humans on the other hand, cells increase as we grow. Caterpillar have imaginal discs that will develop into various parts of the butterfly when inside the chrysalis.
The "Ask A Scientist" site could be used by the students to ask questions of anactual scientist in just about any science discipline. The knowledge gained from a student might provide a deeper understanding of a concept or even spark more curiosity and lead to more investigation by the student. When my students study the monarch butterflies there is a page on a website that ask questions of a scientist of an entomologist specializing in monarchs.
Sunday, May 8, 2011
Web 2.0 Presentation Tools
PREZI
The first Web 2.0 presentation tool that I viewed was Prezi. Prezi creates drawings, PDF, images, etc. in a non-linear way. Prezi creates a presentation on a canvas like a whiteboard. Using what I like to call a "brainstorming mind map" you can arrange your work allowing it to flow in a natural way. You can zoom in to emphasis key elements or zoom out to understand the "whole picture." Video and pictures can be embedded into the presentation as well. You can spatially rearrange slides by select panning and group them by topic to avoid disorientation of the viewers.
Prezi supports browsers on Internet Explorer, Safari and Firefox. The following operating systems are supported by Prezi: Window XP, Vista , 7 and MAC OS X. Prezi has student/teacher licenses available. For 500 mb of storage space on Prezi you are able to create a presentation online. present it offline, make your content private and place on logo on the presentation. Easy to use, step-by-step video tutorials, a condensed "cheat sheet," and a tutorial guide are available online for users who are experiencing difficulty in any aspect of Prezi.
Two special features caught my attention. First you have the ability to import slides from a PowerPoint presentation that you have already created into Prezi and create your own presentation. The second feature is you can reuse elements from selected Prezi presentations under a tab labeled "Prezi Reusables.". Presenters can modify or delete the different Prezi's to suit their own needs.
After navigating and exploring the different presentations Prezi is seriously being considered using Prezi for my course project on the brook trout. Prezi has been used my principal at staff meetings and staff in-services. She stated it took her awhile to navigate and learn the various different functions. It allows for many different ways to present a topic or presentation.
280 Slides
A second presentation tool that I toured and explored is 280 Slides. Taking the tour of this program reminds for an upscale version of PowerPoint. 280 Slides supports the major browsers like Safari, Firefox and Internet Explorer and is easily accessible from any computer. When finished you can save the document in Powerpoint 2007.
Special features include built in media support called "Media Inspector" where you can upload your own images or search for ones on the web. 280 Slides allows you to share your presentation in three ways: publish to SlideShare.net, email the document as an attachment and create a permanent link and embed your presentation.
It would be a web tool worth considering for the project as the setup is very similar to PowerPoint.
The first Web 2.0 presentation tool that I viewed was Prezi. Prezi creates drawings, PDF, images, etc. in a non-linear way. Prezi creates a presentation on a canvas like a whiteboard. Using what I like to call a "brainstorming mind map" you can arrange your work allowing it to flow in a natural way. You can zoom in to emphasis key elements or zoom out to understand the "whole picture." Video and pictures can be embedded into the presentation as well. You can spatially rearrange slides by select panning and group them by topic to avoid disorientation of the viewers.
Prezi supports browsers on Internet Explorer, Safari and Firefox. The following operating systems are supported by Prezi: Window XP, Vista , 7 and MAC OS X. Prezi has student/teacher licenses available. For 500 mb of storage space on Prezi you are able to create a presentation online. present it offline, make your content private and place on logo on the presentation. Easy to use, step-by-step video tutorials, a condensed "cheat sheet," and a tutorial guide are available online for users who are experiencing difficulty in any aspect of Prezi.
Two special features caught my attention. First you have the ability to import slides from a PowerPoint presentation that you have already created into Prezi and create your own presentation. The second feature is you can reuse elements from selected Prezi presentations under a tab labeled "Prezi Reusables.". Presenters can modify or delete the different Prezi's to suit their own needs.
After navigating and exploring the different presentations Prezi is seriously being considered using Prezi for my course project on the brook trout. Prezi has been used my principal at staff meetings and staff in-services. She stated it took her awhile to navigate and learn the various different functions. It allows for many different ways to present a topic or presentation.
280 Slides
A second presentation tool that I toured and explored is 280 Slides. Taking the tour of this program reminds for an upscale version of PowerPoint. 280 Slides supports the major browsers like Safari, Firefox and Internet Explorer and is easily accessible from any computer. When finished you can save the document in Powerpoint 2007.
Special features include built in media support called "Media Inspector" where you can upload your own images or search for ones on the web. 280 Slides allows you to share your presentation in three ways: publish to SlideShare.net, email the document as an attachment and create a permanent link and embed your presentation.
It would be a web tool worth considering for the project as the setup is very similar to PowerPoint.
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