If a man’s home is his castle, then a teacher’s castle is his classroom; however his kingdom can reach much farther. Just how far the kingdom reaches is up to the resilience of the teacher. Teachers can be influential in their classroom, grade level, schools, and districts if they are passionate about something and want to spread the word.
In my case, I am passionate about elementary science instruction. I am excited about what I teach and my students recognize that, and want to be a part of it. The most integral part of spreading the virus and excitement of science instruction is networking. Over the past four years, I have taken part in year-long science academies aimed at increasing the pedagogy and content knowledge of elementary and middle school science teachers. I have taken part in Physics, Chemistry, Earth Science, and this year will begin Environmental/Life Science. The workshops are one full week the first summer, monthly meetings, coaching visits, and a full week the second summer. The best thing I have taken out of those workshops is meeting and sharing ideas with other teachers in my school district and districts immediately adjacent to mine. I am in constant contact with many of them and I will email or call them frequently to solicit ideas or feedback on lessons or topics I am covering. The tools and information I have been able to get from those other science teachers has been invaluable.
Late last year I approached my administration about starting a Science PLC in our school, and they were very much in favor of it. The goal of the PLC is for all of the science teachers to meet once a month to discuss successes, concerns, current events, and needed resources for upcoming lessons. Over the summer, I created a Wikipage (http://sciencewise.wikispaces.com/) as a central resource for all grade levels to use, updating it anytime anyone finds new information they would like to share. So far the PLC has been successful in sharing many ideas and resources across grade levels 2 through 5. The full impact of the PLC will not be recognized for a few years until all of the students in the school have had an opportunity to reap the benefits. Hopefully through this PLC, there will be more of a sense of continuity throughout the school focused on delivering meaningful, inquiry based science instruction.
Also, I help our director of science for the county every summer inventorying and restocking the science kits for the elementary schools. This relationship has led to opportunities with workshops, conferences, award nominations, and recognition as a good science teacher. Future possibilities could put me in a position to oversee the elementary school science program in our county.
In order to insure quality science instruction, first start with your classroom, then your school, then network with other teachers in other schools, then work on discussing topics with the heads of instruction in the district. From small beginnings, great things grow. Many obstacles such as lack of interest, and especially money may present problems, but when armed with information from reliable sources and making a convincing argument could go a long way to turning heads.
Sunday, March 20, 2011
Thursday, March 10, 2011
Sputnik, Science Education Needs You.....Again
In October of 1957 the Soviet Union launched what would become one of the most famous spacecraft ever to orbit the Earth – Sputnik. About three months later the U.S. launched its first orbiting spacecraft in response to the “Space Race” mentality, which presumably refers to the need to build better rockets to launch into space between the U.S. and Russia. The demand for better rockets also meant the demand for better rocket builders, and fueled the fire of American education to push students toward science in order to encourage them to pursue engineering careers. For the next twenty years there were multiple rockets, satellites, probes, and spacecraft of all shapes and sizes launched by both countries. The most famous of which is probably Apollo 11 in 1969 when two U.S. astronauts touched the surface of the moon for the first time. By the way, Russia had already remotely landed a spacecraft on the moon three years earlier.
Do you see a pattern here? Russia took a step in a direction, and the U.S. wanted to take a bigger step or leap just to prove we could outdo our planetary rival. Thank goodness we did. For probably the first time in U.S. history, science was placed at the forefront of education to grow and develop better engineers to “get there first.”
That was over forty years ago, and the educational landscape has changed greatly over that time. Rockets launches and excitement have been replaced with test scores and scrutiny. The Bush administration passed No Child Left Behind in 2001 to motivate schools to focus on math and reading test scores by holding each school accountable for attaining proficiency of a certain predetermined percentage of students. This has put an unimaginable amount of pressure on educators to get students to perform well on a set of standardized tests administered at the end of each school year. Unfortunately, with No Child Left Behind, our science programs are getting left behind. With increasing pressure to perform in reading and math, many schools are cutting science time in favor of supplemental reading and math programs (Griffith & Scharmann, 2008). With the U.S. trailing in test scores behind countries such as China and Japan, we need another Sputnik-type scenario to push us beyond test scores and into something tangible we can be proud to be a part of and work toward (Munson, 2011).
An article published in the New York Times in January 2010 by Thomas L. Friedman titled “What’s Our Sputnik?” he points to the fact that the U.S. is too concerned with fighting terrorism, and it is depleting our financial resources (Friedman, 2010). He also states the “greater China region always leaves me envious of the leaders of Hong Kong, Taiwan and China, who surely get to spend more of their time focusing on how to build their nations…” (2010). Johns Hopkins foreign policy expert Michael Mandelbaum, regarding the drive Sputnik created, said "our investments in science and education spread throughout American society, producing the Internet, more students studying math and people genuinely wanting to build the nation." We need to get back to building our nation from the inside, and the implementation of STEM curricula nationwide is a step in the right direction.
The next “Sputnik” may not be a space race aimed at getting people back to the moon, or even Mars. I think the next “Sputnik” is going to be based around efficiently and effectively using alternative fuel and energy sources mass produced to serve millions worldwide inexpensively. Americans need something tangible they can cling to and show off to prove their accomplishments.
Sputnik? Who needs a rocket when you can have a nuclear powered car, plane, train? Heated seats are still optional.
References:
Friedman, T. L. (2010, January 17). What’s our sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.
Griffith, G., & Scharmann, L. (2008). Initial impacts of no child left behind on elementary science education. Journal of Elementary Science Education. 20(3), 35-48.
Munson, L. (2011, March). “What students really need to learn.” Educational Leadership 68(6), 10-14.
Do you see a pattern here? Russia took a step in a direction, and the U.S. wanted to take a bigger step or leap just to prove we could outdo our planetary rival. Thank goodness we did. For probably the first time in U.S. history, science was placed at the forefront of education to grow and develop better engineers to “get there first.”
That was over forty years ago, and the educational landscape has changed greatly over that time. Rockets launches and excitement have been replaced with test scores and scrutiny. The Bush administration passed No Child Left Behind in 2001 to motivate schools to focus on math and reading test scores by holding each school accountable for attaining proficiency of a certain predetermined percentage of students. This has put an unimaginable amount of pressure on educators to get students to perform well on a set of standardized tests administered at the end of each school year. Unfortunately, with No Child Left Behind, our science programs are getting left behind. With increasing pressure to perform in reading and math, many schools are cutting science time in favor of supplemental reading and math programs (Griffith & Scharmann, 2008). With the U.S. trailing in test scores behind countries such as China and Japan, we need another Sputnik-type scenario to push us beyond test scores and into something tangible we can be proud to be a part of and work toward (Munson, 2011).
An article published in the New York Times in January 2010 by Thomas L. Friedman titled “What’s Our Sputnik?” he points to the fact that the U.S. is too concerned with fighting terrorism, and it is depleting our financial resources (Friedman, 2010). He also states the “greater China region always leaves me envious of the leaders of Hong Kong, Taiwan and China, who surely get to spend more of their time focusing on how to build their nations…” (2010). Johns Hopkins foreign policy expert Michael Mandelbaum, regarding the drive Sputnik created, said "our investments in science and education spread throughout American society, producing the Internet, more students studying math and people genuinely wanting to build the nation." We need to get back to building our nation from the inside, and the implementation of STEM curricula nationwide is a step in the right direction.
The next “Sputnik” may not be a space race aimed at getting people back to the moon, or even Mars. I think the next “Sputnik” is going to be based around efficiently and effectively using alternative fuel and energy sources mass produced to serve millions worldwide inexpensively. Americans need something tangible they can cling to and show off to prove their accomplishments.
Sputnik? Who needs a rocket when you can have a nuclear powered car, plane, train? Heated seats are still optional.
References:
Friedman, T. L. (2010, January 17). What’s our sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.
Griffith, G., & Scharmann, L. (2008). Initial impacts of no child left behind on elementary science education. Journal of Elementary Science Education. 20(3), 35-48.
Munson, L. (2011, March). “What students really need to learn.” Educational Leadership 68(6), 10-14.
Sunday, December 5, 2010
Modeling Plate Tectonics - A Reflection
As Kenyon, Schwarz, and Hug point out "a scientific model is a representation of a system that includes important parts of that system (along with rules and relationships of those parts) to help us think about and test ideas of the phenomenon (2008)." I stress this point to my students almost on a daily basis by helping them understand the fact that models help us understand things when size or time would be a problem for making observations. I frequently use models to provide concrete examples of abstract phenomena to difficult to replicate in true life scale.
In our earth science unit I use several methods to demonstrate the structure of the Earth and plate tectonics, from orange peels to lava lamps.
I implemented a lesson on plate tectonics during the unit on constructive and destructive forces of the Earth by using multiple models and media formats. I used an orange sliced in half as well as an orange with the peel cut into large sections to represent the tectonic plates. I also used a plate tectonics map for the students to cut and put together like a manipulative puzzle. To model the mechanism behind plate tectonics I used a lava lamp as well as a hot plate, aluminum pie pan, syrup, and graham crackers to demonstrate the convection of the mantle beneath the crust. The lesson was implemented over a two day period (total 90 minutes) in October to all three of my classes: on fifth grade level, above fifth grade level, and working toward fifth grade level.
Overall, all of the students were able to meet the goals of lesson in understanding the fact that Earth’s crust is divided into large sections called plates that move around and create landforms. This was ascertained through both formal and informal means. When students had opportunities to discuss in groups prior to sharing as a whole class, I walked around listening to insure they were on topic having meaningful conversations. Frequently I would ask “why?” or “how?” when I was with groups to further facilitate deeper explanation of the topic. This also allowed me opportunities to determine their level of understanding informally. Also, at the end of the lesson, students were required to make associations between the various models used and the parts of the Earth represented by each, as well as answer questions demonstrating their level of understanding of the plate tectonic process. This is more of a formal assessment and will be used to drive future lessons and groupings.
The most successful portion of the lesson was having the students use the plate tectonics map to make observations about the ways in which the plates move in relation to each other. This was certainly the case for my working toward level class as they are more kinesthetic learners, and really thrive on manipulating materials to enhance understanding. The students in all classes were able to visualize mountains being formed as two continents smashed into each other, or how the ocean floor could split apart as a result of a divergent boundary. All other media and modeling used in the lesson hinged on the plate tectonics map and the idea that the continents move across the surface of the planet. I use many forms of visual media in my lessons as many of my students are visual learners. Using models - whether student created, teacher demonstrated, or online interactive - readily lend themselves to this type of learning style.
In the future, I would like to use maps with fossil evidence spanning different continents as a transition lesson. Getting the students to make observations that fossils of the same species being found on different continents means that they had to be connected at one time in Earth’s history.
I would also like to add a model that demonstrates sea floor spreading and the ages of the rock surrounding the fissure by using butcher paper between two desks, and then having students slowly pull the paper from between desks making lines every inch. Students could stretch out the paper and label each layer with numbers from oldest to youngest. This type of model gives students the visual of how new rock is formed at the fissure then moves away from as the continents continue to separate.
I would also use a journal to transition from the movement of the plates to the mechanism behind plate movement. Perhaps a prompt such as “Looking at a map of the Earth, what evidence do you see that would lead you to believe the continents were once all connected together in a giant supercontinent?” This would hopefully get students to make observations about the shape of the continents, and make associations to interlocking puzzles. Whether I am teaching Earth Science, Physics, Life Science, or Environmental science, I try to make use of as many models as possible. Ideally, all models should be student created and student centered; however because of some safety concerns and equipment availability, this is not always possible. In order for students to do science, science teachers need to provide them the opportunity to manipulate objects making observations about interactions and relationships between phenomena. This is my goal on a daily basis.
References:
Kenyon, L., Schwarz, C., & Hug, B. (2008, October). The benefits of scientific modeling. Science & Children, 46(2), 40–44.
In our earth science unit I use several methods to demonstrate the structure of the Earth and plate tectonics, from orange peels to lava lamps.
I implemented a lesson on plate tectonics during the unit on constructive and destructive forces of the Earth by using multiple models and media formats. I used an orange sliced in half as well as an orange with the peel cut into large sections to represent the tectonic plates. I also used a plate tectonics map for the students to cut and put together like a manipulative puzzle. To model the mechanism behind plate tectonics I used a lava lamp as well as a hot plate, aluminum pie pan, syrup, and graham crackers to demonstrate the convection of the mantle beneath the crust. The lesson was implemented over a two day period (total 90 minutes) in October to all three of my classes: on fifth grade level, above fifth grade level, and working toward fifth grade level.
Overall, all of the students were able to meet the goals of lesson in understanding the fact that Earth’s crust is divided into large sections called plates that move around and create landforms. This was ascertained through both formal and informal means. When students had opportunities to discuss in groups prior to sharing as a whole class, I walked around listening to insure they were on topic having meaningful conversations. Frequently I would ask “why?” or “how?” when I was with groups to further facilitate deeper explanation of the topic. This also allowed me opportunities to determine their level of understanding informally. Also, at the end of the lesson, students were required to make associations between the various models used and the parts of the Earth represented by each, as well as answer questions demonstrating their level of understanding of the plate tectonic process. This is more of a formal assessment and will be used to drive future lessons and groupings.
The most successful portion of the lesson was having the students use the plate tectonics map to make observations about the ways in which the plates move in relation to each other. This was certainly the case for my working toward level class as they are more kinesthetic learners, and really thrive on manipulating materials to enhance understanding. The students in all classes were able to visualize mountains being formed as two continents smashed into each other, or how the ocean floor could split apart as a result of a divergent boundary. All other media and modeling used in the lesson hinged on the plate tectonics map and the idea that the continents move across the surface of the planet. I use many forms of visual media in my lessons as many of my students are visual learners. Using models - whether student created, teacher demonstrated, or online interactive - readily lend themselves to this type of learning style.
In the future, I would like to use maps with fossil evidence spanning different continents as a transition lesson. Getting the students to make observations that fossils of the same species being found on different continents means that they had to be connected at one time in Earth’s history.
I would also like to add a model that demonstrates sea floor spreading and the ages of the rock surrounding the fissure by using butcher paper between two desks, and then having students slowly pull the paper from between desks making lines every inch. Students could stretch out the paper and label each layer with numbers from oldest to youngest. This type of model gives students the visual of how new rock is formed at the fissure then moves away from as the continents continue to separate.
I would also use a journal to transition from the movement of the plates to the mechanism behind plate movement. Perhaps a prompt such as “Looking at a map of the Earth, what evidence do you see that would lead you to believe the continents were once all connected together in a giant supercontinent?” This would hopefully get students to make observations about the shape of the continents, and make associations to interlocking puzzles. Whether I am teaching Earth Science, Physics, Life Science, or Environmental science, I try to make use of as many models as possible. Ideally, all models should be student created and student centered; however because of some safety concerns and equipment availability, this is not always possible. In order for students to do science, science teachers need to provide them the opportunity to manipulate objects making observations about interactions and relationships between phenomena. This is my goal on a daily basis.
References:
Kenyon, L., Schwarz, C., & Hug, B. (2008, October). The benefits of scientific modeling. Science & Children, 46(2), 40–44.
Wednesday, November 24, 2010
The importance of Scientific Modeling
As Kenyon, Schwarz, and Hug point out "a scientific model is a representation of a system that includes important parts of that system (along with rules and relationships of those parts) to help us think about and test ideas of the phenomenon (2008)." I stress this point to my students almost on a daily basis by helping them understand the fact that models help us understand things when size or time would be a problem for making observations. I frequently use models to provide concrete examples of abstract phenomena to difficult to replicate in true life scale.
In our earth science unit I use several methods to demonstrate the structure of the Earth and plate tectonics.
In demonstrating the structure of the Earth I first have the students label and color a cross section of the Earth's layers with thicknesses (in km). Then I provide them with four rocks: granite, basalt, peridotite, and magnetite, and have the students find the volume and mass of each sample. From that data, the students can calculate the density of each of the rocks, and then I have them match up the rock type with each layer of the Earth: granite (continental crust), basalt (oceanic crust), peridotite (mantle), and magnetite (core). This helps students understand that density of rock is a major factor in why the Earth's layers are oriented in that fashion (lesson attached).
Next we move on to plate tectonics and to introduce this I use two oranges: the first is cut in half and the second has the peel cut into large sections and just laying on top of the orange. I first show students the half orange and tell them this represents the Earth, but not completely accurately. I next show them the orange with the peel sections lying on top like a jigsaw puzzle and explain that this is how the Earth's crust looks. I give each student a map with the seven major tectonic plates outlined and have them cut it out and lay it on their desk like a puzzle. To demonstrate plate movement they choose one plate and slide it slowly in one direction. I ask them to make observations about what is happening at the edges of each plate, then we discuss divergent, convergent, and transform plate boundaries.
To demonstrate the mechanism behind plate tectonics I use a lava lamp since it mimics the convection current in the mantle. Students make the association of the bulb being the core, the center liquid section being the mantle, and the top being the crust. We discuss how the liquid is heated near the core, floats to the surface, and then sinks back down. Now to take it a step farther in helping them understand how the plates move because of this convection I set up a hot plate with an aluminum pie pan with about three centimeters of syrup inside then add small graham cracker squares in the center on the surface (see before picture). I turn on the hot plate for about ten minutes or so and the convection current in the syrup has pushed the graham crackers apart (see after picture). Again, the students make the association of the model to the Earth: hot plate (core), syrup (mantle), and graham crackers (crust). This is one of my favorite models because it really ties together the structure of the Earth and the mechanism for plate tectonics. The students really like it because they get to eat mantle covered crust which is probably the only time in their lives they will get to do that.
In our earth science unit I use several methods to demonstrate the structure of the Earth and plate tectonics.
In demonstrating the structure of the Earth I first have the students label and color a cross section of the Earth's layers with thicknesses (in km). Then I provide them with four rocks: granite, basalt, peridotite, and magnetite, and have the students find the volume and mass of each sample. From that data, the students can calculate the density of each of the rocks, and then I have them match up the rock type with each layer of the Earth: granite (continental crust), basalt (oceanic crust), peridotite (mantle), and magnetite (core). This helps students understand that density of rock is a major factor in why the Earth's layers are oriented in that fashion (lesson attached).
Next we move on to plate tectonics and to introduce this I use two oranges: the first is cut in half and the second has the peel cut into large sections and just laying on top of the orange. I first show students the half orange and tell them this represents the Earth, but not completely accurately. I next show them the orange with the peel sections lying on top like a jigsaw puzzle and explain that this is how the Earth's crust looks. I give each student a map with the seven major tectonic plates outlined and have them cut it out and lay it on their desk like a puzzle. To demonstrate plate movement they choose one plate and slide it slowly in one direction. I ask them to make observations about what is happening at the edges of each plate, then we discuss divergent, convergent, and transform plate boundaries.
To demonstrate the mechanism behind plate tectonics I use a lava lamp since it mimics the convection current in the mantle. Students make the association of the bulb being the core, the center liquid section being the mantle, and the top being the crust. We discuss how the liquid is heated near the core, floats to the surface, and then sinks back down. Now to take it a step farther in helping them understand how the plates move because of this convection I set up a hot plate with an aluminum pie pan with about three centimeters of syrup inside then add small graham cracker squares in the center on the surface (see before picture). I turn on the hot plate for about ten minutes or so and the convection current in the syrup has pushed the graham crackers apart (see after picture). Again, the students make the association of the model to the Earth: hot plate (core), syrup (mantle), and graham crackers (crust). This is one of my favorite models because it really ties together the structure of the Earth and the mechanism for plate tectonics. The students really like it because they get to eat mantle covered crust which is probably the only time in their lives they will get to do that.
I also use virtual models to illustrate plate movement as well as geologic activity on the plate boundary such as earthquakes and volcanoes. I use the Geologic History of the Earth animation from the SEED website to show how the earth has changed over hundreds of millions of years (2010). I also use real-time earthquake data from the USGS to demonstrate that earthquakes occur along plate boundaries because that is where plate movement is the most evident (2010). I have used the earthquake simulator and the volcano explorer websites in getting students to manipulate different variables affecting the outcome of each type of event (2010).
Modeling is a vital piece of bringing the abstract into the concrete for students to manipulate, test, and most importantly to experience science as it is meant to be.
Modeling is a vital piece of bringing the abstract into the concrete for students to manipulate, test, and most importantly to experience science as it is meant to be.
References:
Discovery Communications. Make a Quake. (2010). Retrieved November 24, 2010 from http://tlc.discovery.com/convergence/quakes/interactives/makeaquake.html
Discovery Communications. Volcano Explorer. (2010). Retrieved November 24, 2010 from http://kids.discovery.com/games/pompeii/pompeii.html
Kenyon, L., Schwarz, C., & Hug, B. (2008, October). The benefits of scientific modeling. Science & Children, 46(2), 40–44.
SEED. Geologic History of the Earth. (2010). Retrieved November 24, 2010 from http://www.seed.slb.com/science_sublanding.aspx?id=26672
Discovery Communications. Make a Quake. (2010). Retrieved November 24, 2010 from http://tlc.discovery.com/convergence/quakes/interactives/makeaquake.html
Discovery Communications. Volcano Explorer. (2010). Retrieved November 24, 2010 from http://kids.discovery.com/games/pompeii/pompeii.html
Kenyon, L., Schwarz, C., & Hug, B. (2008, October). The benefits of scientific modeling. Science & Children, 46(2), 40–44.
SEED. Geologic History of the Earth. (2010). Retrieved November 24, 2010 from http://www.seed.slb.com/science_sublanding.aspx?id=26672
Monday, November 22, 2010
Keeping Science Current in the Classroom
Using current events in the classroom to drive home the classroom content aids the teacher in making science real for students. A couple of examples of this are the earthquake in Haiti in January and the volcanic eruption in Iceland in March.
When news of the Haiti earthquake spread I immediately pulled up a map of the Earth’s tectonic plates and pointed out Haiti then asked students why an earthquake would have occurred there. After allowing the students to discuss in their groups for a couple of minutes many were able to point out the fact that there is a fault line running through the country leading to the discussion of plate movement and how earthquakes occur. We then examined some of the photographs from Haiti paying particular attention to the structures of the buildings and how they were stacked on top of one another and did not appear very sturdy at all. Our school started a Haiti relief effort by collecting supplies to be delivered for displaced families on the island. That discussion and lesson did take the entire class period, but when a teachable moment presents itself, particularly one with heavy media coverage, then you go with it.
Another moment was in March when a fissure eruption opened up on Iceland. Again a map of plate tectonics graced my classroom and again discussion ensued. We discussed divergent plate boundaries and seafloor spreading. I showed them video clips and photographs of the volcano and asked them to imagine eruptions just like this one only on an unimaginable scale. We discussed the Siberian Trap eruptions from about 50 million years ago which lasted for about one million years and how devastating something like that can be to life on Earth, so devastating in fact that it wiped out 90 percent of all life on the planet at that time. Using this unique type of eruption allowed an opportunity to discuss how new crust is created as plates move away from each other.
Then I asked the students if there was a correlation between the Haiti earthquake and the Iceland volcano. Since they both lie on the edges of the North American plate, could movement at a fault zone in Haiti create the separation of plates at a fault zone in Iceland? From what we could determine, since the plates are giant solid slabs of rock, that movement at one end of the plate would cause movement at the other end of the plate.
Current events can be an invaluable resource as it allows the students to step outside of the vacuum of the classroom and experience science at a real-world level.
When news of the Haiti earthquake spread I immediately pulled up a map of the Earth’s tectonic plates and pointed out Haiti then asked students why an earthquake would have occurred there. After allowing the students to discuss in their groups for a couple of minutes many were able to point out the fact that there is a fault line running through the country leading to the discussion of plate movement and how earthquakes occur. We then examined some of the photographs from Haiti paying particular attention to the structures of the buildings and how they were stacked on top of one another and did not appear very sturdy at all. Our school started a Haiti relief effort by collecting supplies to be delivered for displaced families on the island. That discussion and lesson did take the entire class period, but when a teachable moment presents itself, particularly one with heavy media coverage, then you go with it.
Another moment was in March when a fissure eruption opened up on Iceland. Again a map of plate tectonics graced my classroom and again discussion ensued. We discussed divergent plate boundaries and seafloor spreading. I showed them video clips and photographs of the volcano and asked them to imagine eruptions just like this one only on an unimaginable scale. We discussed the Siberian Trap eruptions from about 50 million years ago which lasted for about one million years and how devastating something like that can be to life on Earth, so devastating in fact that it wiped out 90 percent of all life on the planet at that time. Using this unique type of eruption allowed an opportunity to discuss how new crust is created as plates move away from each other.
Then I asked the students if there was a correlation between the Haiti earthquake and the Iceland volcano. Since they both lie on the edges of the North American plate, could movement at a fault zone in Haiti create the separation of plates at a fault zone in Iceland? From what we could determine, since the plates are giant solid slabs of rock, that movement at one end of the plate would cause movement at the other end of the plate.
Current events can be an invaluable resource as it allows the students to step outside of the vacuum of the classroom and experience science at a real-world level.
Sunday, September 26, 2010
Expert Opinions
What better way to gain a deeper understanding of a topic or concept than to associate with people who are immersed in it everyday. The Ask a Scientist website from the Howard Hughes Medical Institute allows you to do just that. It allows anyone from any demographic to pose a question to experts in the fields of biology in animals, humans, evolution, genetics, health, and diseases. On the website, there are links for the top ten questions posted, ask a question, get help with homework, science fair projects, careers in science, and personal health.
When posing a question, the text box allows you to type in your question then search the archives for any questions that are similar to yours. If nothing matches, then you may submit your question with your email address so when a response is posted it will be sent to you. I submitted a question regarding the mechanism driving the flow of nerve impulses from the sensory site to the brain. I wanted to know how each nerve cell transmits information through the cell itself as well as between cells, and then how that information gets interpreted by the brain. Sadly, I have not received a response to my question so I have no answer at this particular time. Hopefully in the near future I will receive a response and be able to share that with you.
Sites such as this are a great tool to use in the classroom in that it allows the students to access “real” scientists. I use “real” in quotation marks because I tell my students we are all real scientists because we ask questions and seek answers to those questions. The only difference is we don’t get paid for it. Many science based websites offer similar forums for contacting the experts and posing questions or engaging in discussions. For example, National Geographic has a link to a list of blogs, found at http://blogs.nationalgeographic.com/blogs/, where people in the field regularly correspond and answer questions. Sites such as these provide numerous opportunities for students to step outside the classroom without ever leaving the school building.
References:
Howard Hughes Medical Institute. Ask a Scientist. (2010). Retrieved September 26, 2010 from http://www.askascientist.org/
National Geographic. National Geographic Blogs. (2010). Retrieved September 26, 2010 from http://blogs.nationalgeographic.com/blogs/
When posing a question, the text box allows you to type in your question then search the archives for any questions that are similar to yours. If nothing matches, then you may submit your question with your email address so when a response is posted it will be sent to you. I submitted a question regarding the mechanism driving the flow of nerve impulses from the sensory site to the brain. I wanted to know how each nerve cell transmits information through the cell itself as well as between cells, and then how that information gets interpreted by the brain. Sadly, I have not received a response to my question so I have no answer at this particular time. Hopefully in the near future I will receive a response and be able to share that with you.
Sites such as this are a great tool to use in the classroom in that it allows the students to access “real” scientists. I use “real” in quotation marks because I tell my students we are all real scientists because we ask questions and seek answers to those questions. The only difference is we don’t get paid for it. Many science based websites offer similar forums for contacting the experts and posing questions or engaging in discussions. For example, National Geographic has a link to a list of blogs, found at http://blogs.nationalgeographic.com/blogs/, where people in the field regularly correspond and answer questions. Sites such as these provide numerous opportunities for students to step outside the classroom without ever leaving the school building.
References:
Howard Hughes Medical Institute. Ask a Scientist. (2010). Retrieved September 26, 2010 from http://www.askascientist.org/
National Geographic. National Geographic Blogs. (2010). Retrieved September 26, 2010 from http://blogs.nationalgeographic.com/blogs/
Sunday, September 12, 2010
Presenting in the 21st Century
With the advent of the internet there is a wealth of information on any topic imaginable. So it should only follow suite that to share this information in an organized format an internet based tool should be developed. There are numerous web-based applications with which to present information to a multitude of audiences – from high power business presentations to a simple Mother’s Day card manipulated in unique, and sometimes exotic, formats.
In examining the presentation tools I was specifically searching for something that was easy and fun to use in an educational setting appropriate for elementary students. Many of the tools I viewed seemed like they were web-based versions of Microsoft Powerpoint, such as Prezentit (Prezentit, 2009). Someone who is familiar with using Powerpoint could easily use this application. The main difference I found was the fact that any presentation is accessible as a website instead of a file that needs to be transported from place to place.
One tool that really impressed me was Animoto (Animoto, 2010). This tool takes video clips, photos, and text and will put it to music in a visually engaging format. There were plenty of sample videos to view, however there were no real tutorials demonstrating how to use it. From what I could gather the person wanting to use this site compiles all of the information and various media then sends that to the people at Animoto to compile into a dynamic show complete with musical accompaniment. Of course this type of presentation media, though visually stunning and obviously professionally produced, does not come cheap. In today’s economic environment, especially being a teacher, money is an obstacle. I think this would be a great way to engage students in a topic, but I’m not sure if the benefit would outweigh the cost since a different presentation would have to be created for nearly every content topic covered.The one that I found the most interesting and easy to use was Prezi (Prezi, 2010). The tutorial walks the user through a step-by-step process in setting up a new presentation as well as how to manipulate the on-screen devices. Prezi allows the user to present the information in a non-linear format of pictures, text, or video. The tools for manipulating the project are very simple by allowing the user to zoom in or out, tilt, embed video, frame like information, and sequence information through a numbered linking device. There are numerous samples and tools available to view and use, but the best part about this tool is that it is free to sign up for the basic plan. I think this is a great tool for the classroom as it will keep students engaged with the dynamic screen motion, plus it would be easy for students to create their own presentations.
References:
Animoto. (2010). Retrieved September 12, 2010 from http://animoto.com/
Prezentit. (2009). Retrieved September 12, 2010 from http://prezentit.com/
Prezi. (2010). Retrieved September 12, 2010 from http://prezi.com/index/
In examining the presentation tools I was specifically searching for something that was easy and fun to use in an educational setting appropriate for elementary students. Many of the tools I viewed seemed like they were web-based versions of Microsoft Powerpoint, such as Prezentit (Prezentit, 2009). Someone who is familiar with using Powerpoint could easily use this application. The main difference I found was the fact that any presentation is accessible as a website instead of a file that needs to be transported from place to place.
One tool that really impressed me was Animoto (Animoto, 2010). This tool takes video clips, photos, and text and will put it to music in a visually engaging format. There were plenty of sample videos to view, however there were no real tutorials demonstrating how to use it. From what I could gather the person wanting to use this site compiles all of the information and various media then sends that to the people at Animoto to compile into a dynamic show complete with musical accompaniment. Of course this type of presentation media, though visually stunning and obviously professionally produced, does not come cheap. In today’s economic environment, especially being a teacher, money is an obstacle. I think this would be a great way to engage students in a topic, but I’m not sure if the benefit would outweigh the cost since a different presentation would have to be created for nearly every content topic covered.The one that I found the most interesting and easy to use was Prezi (Prezi, 2010). The tutorial walks the user through a step-by-step process in setting up a new presentation as well as how to manipulate the on-screen devices. Prezi allows the user to present the information in a non-linear format of pictures, text, or video. The tools for manipulating the project are very simple by allowing the user to zoom in or out, tilt, embed video, frame like information, and sequence information through a numbered linking device. There are numerous samples and tools available to view and use, but the best part about this tool is that it is free to sign up for the basic plan. I think this is a great tool for the classroom as it will keep students engaged with the dynamic screen motion, plus it would be easy for students to create their own presentations.
References:
Animoto. (2010). Retrieved September 12, 2010 from http://animoto.com/
Prezentit. (2009). Retrieved September 12, 2010 from http://prezentit.com/
Prezi. (2010). Retrieved September 12, 2010 from http://prezi.com/index/
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