Effecting Change in Science Education

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.

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.

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.

Milky Way bar showing compression forces

Milky Way bar showing tension forces

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

3D Paper Fault Model

Milky Way and 3D Paper Model.

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. 

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.

http://www.enchantedlearning.com/subjects/butterfly/anatomy/Caterpillar.shtml

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.

 http://www.learner.org/jnorth/tm/monarch/ExpertIntro.html 

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.

Power Up!

At the beginning of my module on electricity this week, I asked a question of my students,"What and how electricity plays an important in the 21st century.
The "Big Idea" that is the focus of this blogging experience is electricity and flow of current through the circuit. This particular "Big Idea"  is a focus at the 4th grade level at the national and state level here in NJ.  Learning how a circuit operates is important in assisting each one of us troubleshoot electrical issues that arise in our everyday lives. (i.e- Christmas lights, circuit breakers in a house, etc.)


Before introducing 21-century technology and tools into the lesson,  I would allow the natural curiosity of the students "loose."  The first inquiry experience is giving each cooperative learning pair of children, a D-cell, 2 wires and a light bulb, let them light the bulb without any prompting  from the teacher.  The second  inquiry experience is the how the flow of a circuit can be controlled with the introduction of a switch in this case a hex screw.  The final inquiry experience students in cooperative learning groups explore and investigate parallel and series circuits.

After the inquiry experiences, technology is then integrated into the lesson - The sites provide additional insight to students correcting any misunderstanding and misconceptions they might come up during the inquiry stage.
Science Zone
http://www.woodlands-junior.kent.sch.uk/revision/Science/electricity.htm 
Students can click on a variety of links for interactive sites involving different electricity concepts. 


42explore
http://www.42explore.com/electric.htm
Good reference site

Science Kids
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
Interactive site - students experiment with different components to build a circuit.

Challenges: Integration of the interactive sites and technology into the actual inquiry experiences.
Any suggestions from my fellow colleagues? 




 

It's Heating Up!!

For my heat transfer investigation, I used four Styrofoam cups identical in size shape and volume.  Square pieces of bubble wrap, aluminum foil, newspaper, and Styrofoam were used as the insulating materials. 250 cc of hot water was added to each cup.  A starting  water temperature of  46°C provided me with a benchmark to be used in determining the best insulator.  Each was secured with a rubber band, except for the Styrofoam. That was secured by a few pebbles.  Temperatures was taken after 30 minutes. Results are shown in the table below.

  

Type of Insulator Material	Temperature in Celsius
Aluminum Foil	43
Styrofoam	44
Newspaper	41
Bubble Wrap	44

As seen in the table above the bubble wrap and the Styrofoam exhibited the least amount of heat loss, while the newspaper exhibited the most.  As a side note, the bubble wrap had the "bubbles" intact.  Conclusion: The bubble wrap was just as effective insulator as the Styrofoam. The bubble wrap and the Styrofoam have many small air spaces.  These small spaces make the molecules less likely come in contact with other molecules to "pass on" the increased vibrating motion (Tillery, Enger and Ross, 2208).

If I was to repeat this experiment, I would include a second part to this investigation.  The second part  would focus on the amount of temperature change and would consist of  changing the type of drinking container. Instead of a Styrofoam container using a "coffee mug" while keeping the insulating materials, and the amount of water the same. What would be interesting to find out if there was more of a heat loss with a ceramic coffee mug than with a Styrofoam cup.

If I were to plan an engaging scientific inquiry for  my 4th grade students on heat transfer, it would be centered keeping a meal warm, similar in the article "What's Hot What's Not?" with a little variation. Inquiry would be of a guided one initially. The manipulated variable in the experiment would be the type of bowl used to  keep a select piece of food warm. The type and amount of food would remain constant.  A benchmark temperature would be taken, then at preselected intervals to track heat transfer among the bowls. Results would be graphed.  After the investigation  each student group would initiate questions  that may lead them to develop their own investigations.

 

 

Guided Inquiry: Pendulums

For my guided inquiry experience this week illustrating the concept of momentum, I chose the question, "Which pendulum will come to rest more quickly, a lighter or heavier pendulum?"  Before actually carrying out the experiment,  basic information was gathered about simple pendulums. Many variables came into play. They ranged from the length of string, weight of the bob and the amplitude or angle or release.  Since the question pertains only to mass, the string and amplitude were the fixed variables.  The materials used in the investigation was a yardstick, a protractor, fishing line and the three washers from the science kit. Each washer was given three trials. Time was entered in a data table.  Results showed that the heavy washer came to a full rest  averaging around nine  and a half minutes after it's release. the light weight washer four and a half and the medium weight  washer close to seven minutes. The investigation, yet simple, demonstrated the concept of momentum and the objects having more mass, momentum increases.

What worked well or did not work well? The materials were  simple and readily available. the pivot point game me issues.  I first used a pushpin as the pivot point of the pendulum. There was a lot of movement at the pivot point causing the washers to fall off on several occasions. A thumbtack replaced the pushpin causing less movement at the pivot point. Modifications to the investigation might include changing the amplitude, arc, of release of the pendulum. "Will that cause increased momentum and therefore causing the bob to take longer to come to a complete rest?
 
Engaging  and relevance, two interesting vocabulary words. To understand pendulums better take the students to a  field trip to a playground with a swing set. Once there, the students observe their fellow classmates on swings with various lengths.  Observing  the different mass of each of the students and how that might affect the frequency and  period of the pendulum as well the arc or amplitude of release.  A totally different activity, if your principal or supervisor allow, is sledding. Children of different mass sledding downhill using different sleds.  There are many concepts and variables that come into play here, momentum, friction, gravity, etc. 

Specifically having the students understand and learn the workings of a SIMPLE pendulum, collecting and analyzing and the ability  to generate conclusions from that data. Challenging my students to come up with variables  affecting the period and frequency of a pendulum would be a goal in achieving further understanding of how pendulums work.