Soil Investigation

This week I implemented an introductory lesson that looked at soil profiles.  Like an excited child I decided to take 40 unknown students outside to dig (What am I really thinking sometimes???).  For this to happen I had to enlist the help of several of my colleagues who stood watch over several different digging stations (not sure what I owe them).  However, the students really enjoyed going outside and digging in the dirt.  This dirt profile that the students collected served as their initial model of the different layers that can be found in soil.  Using this as a discussion piece students were able to build their knowledge of how soil is formed and what each layer means.  To increase students understanding (and my frustration) I decided that not only did we need to dig but, we needed to inspect our soil profile, draw an illustration of the profile (in our handy dandy IAN notebooks), and share this information with the class.  As if this was not enough I then thought it would be neat to create a foldable of the different soil layers.  This modeling activity provided students with another concrete example of the different layers of the soil.  Unfortunately, as you can probably already tell, we were not able to get through the whole lesson.  The class was halfway through the foldable when the bell rang.  However, I can say that the use of models for this activity helped students to see that soil is comprised of different distinct layers.  Without these hands-on approaches, I believe that students would have had a more difficult time picturing the concept of soil horizons.  

Below is an example of student work.

Creating Compassion

From drought, extreme heat, flooding, or earthquakes, we have to admit that natural disasters affect thousands of communities every year. Thus, I will preface this blog by stating that I do not and I have never taught Earth science, thus some of my ideas may be way off base.    

To help build more scientifically literate compassionate students, one idea I have would entail having my students’ interview survivors of natural disasters.   From these interviews, I would then have them create a video biography detailing that person’s story. I hope that by having my students conduct these interviews they would experience first hand how natural disasters change "real" peoples lives.

To help students study current disasters, I would probably develop lessons that help my students become “weather watchers”.  To assist students in gaining an appreciation of these weather phenomena, I would probably ask a local college to allow some of their meteorology students to come and mentor my students.  Having these students in the classroom would provide my students’ with a real world, hands-on learning environment.   Meteorology students would be able to better explain the science behind forecasting weather and natural disasters. As students gained proficiency in forecasting weather and weather patterns, I would assign students as my “weekly weather watchers”.  Their job would be to work with their mentor to forecast any impending natural disasters that would be occurring around the world.  From this information students could lead discussions into how serve the disaster may be and what assistance would be helpful.

One of the easiest ways that students can contribute when natural disasters  occur is by organizing donations from their fellow students and community members.  These donations may be in the form of clothing, non-perishable food, water, or monetary donations. 

I found this really interesting website that provides resources for helping students to become more caring and giving in the wake of natural disasters.  

 Check it out http://learningtogive.org/lessons/disaster_relief/ 

Ask A Scientist

 Last week we were introduced to the ASK A SCIENTIST website.  This website was full of all the scientific questions that one might want to ask.  However, if your question was not addressed, this website also provided you with the opportunity to ask the scientist your own unique question and  get an answer. 

I decided to asks the scientist about the genetic traits of my endangered species.  Unfortunately, I have not heard back from them yet, so its just a waiting game.

I can see directing my students to this site when they have basic scientific questions that might already be in the ASK A SCIENTIST data base.  This site would be one that I would encourage students to use when they are beginning their research, or if they have a question that I don't know the specific answer to (I would have to monitor for the response).  Another way that I would use this website or one similar in my  classroom would be as a point to ponder (warm-up).  I would have my students answer a question that has already been posted, then we would look at the answer that was given and debate its merit.

Because of the wait time that I am experiencing, I think it would be difficult for students to ask a question and get a response in a timely manner, thus this tool might be difficult to use if they have a specific problem and they need a quick response (ie. research paper).  Because of this I would have them use this as a starting point for any questions they may have.  Additionally, many of my students lack the resources at home to get on this tool, so they would have a difficult time checking to see when a response was given.

COMMON CORE
I recently went to a professional development class on incorporating common core in the science classroom and they gave us the following website to help use create lesson plans:
http://modulecreator.com/ModuleCreator/#page=login&step=Login.

The really neat part about this site is that it will get  you reading material based on the topic and the students lexile level.   I am not sure if you can log on without a password but if  you email me I will send you the link they sent us to sign it.

WEB 2.0 and BEYOND!!

I think it’s really cool to try out new presentation tools so that we can see what’s out there and how well they work. 

The first presentation tool that I looked at was ZOHO Show.  I found this tool to be very user friendly as it is very similar to PowerPoint.  As a Power Point Pro, I found this tool to have many of the upgrades that I often wished PowerPoint had.  One of the greatest features of this tool is its ability to be used by numerous persons simultaneously.  Yes, I said it, you and your team can work on the same presentation at the same time in different places (Collaboration the BIG C word).   Another neat feature of this tool is the ease in which you can import photos.  In PPT you had to cut, save, upload, and paste pictures, in this tool you can easily go to the web, flickr, or any other place and upload photos.  This is a really neat time saving feature.  A third feature that I find nice is this tools ability to save presentation in multiple ways.  Many of the new online presentation tools only allow you to save your presentation on their website, ZOHO Shows can be saved on both your jump drive and on the website.  This tool is free with only a sign in required.  Because it is similar to PPT the learning curve should be short.  I have not figures out how to add video yet, but you can download videos URL, so this might work.  As with many of these internet tools, it you have the internet you have easy access to this tool.  So on a whole I found this presentation tool to be very interesting. 

The second presentation tool that re-investigated was Prezi, I have done several Prezi’s for my class and last year and while it is different, I am not sure how user friendly it is (at least to me).  My sons’ first introduced Prezis to me last spring and I thought it would be great to learn how to do them.  There are many features that are unique Prezis.  One unique feature is your ability to upload previous Power Point presentations.  You can easily upload these presentations and incorporate them into the Prezi format.  Another interesting feature about Prezi is your ability to create unique custom shows.  PPT tend to be the same after a while, with Prezi you can manipulate the screen, zoom in on facts, and create and engaging changing presentation.  This tool also allows you share and collaborate while creating your presentation.  While Prezis are neat to work with there are some limitation that I have found.  I have had a difficult time uploading video (my son has agreed to show me how).  I also have not been able to master placing in outside animations (I am not sure if this tool supports this).  I also do not like that I cannot save what I have done to an external source (ie. Jump drive).  I also think that it requires a little more time to become familiar with this tool.  This presentation tool is free with its only requirements being a log in.  This web tool is easily assessable to all on the internet.  Again, all in all I think it is a great tool for teachers to have in their presentation box.

Another tool that is similar to Prezi is spicynodes, I know this was not mentioned on the web2.0 website, but I have used it several times and I find it to be an easy use.  Here is there website: http://www.spicynodes.org/
This website is free and it is very similar to Prezi.  Again both of these tools require a little more time when it comes to learning how to use them but, students really enjoy seeing information presented in different ways. As with all internet tools, it you have the internet then you have access to it.

Here is a copy of one that I used as a demo for my class: http://www.spicynodes.org/a/25e898d580fa722fe1b9404d4960eb21

Another tool that I found have used is the Go animate tool, I used it to create short informational videos (ie. Class rules, homework, lab expectation).  It is really great and it is free for short clips.  You can pay for longer ones, but, I have found the free is good.  This tool is easy to use and they walk you step by step throughout the process.   

Here is link to the first one that I did: http://goanimate.com/videos/00W6_J-qvIaU/1 - (I hope it works) one downside of this website is that you cannot download what you have created (well you can but, you have to pay for it). Again, this tool is available to all on the internet.

I hope I have given you some insight into some of the different internet presentation tools that are available for use.

Thanks

21st Century Learning

21st century skills are those skills that we recognize are necessary for our youth to have so that they can compete in the global marketplace. These skills should help our students to become open minded, technically savvy, effective researchers, problem solvers, inventive thinkers, and world class learners, just to name a few. I have selected several websites, which I believe, will assist students student in developing the necessary 21st century skills. One of my favorite tool or websites is BBC bitesize, http://www.bbc.co.uk/bitesize. BBC bitesize provides a variety of activities that can be used in the science classroom. This website has many interactive activities that students can use individually or collaboratively that will catch students’ interest. This website also provides activities, games and test that students can take on different science concepts. Another tool that I like to use is the PhET websitehttp://phet.colorado.edu/  , this interactive website provides students with numerous fun simulation that replicate natural, physical phenomena. Teachers can create their own lab to go along with the PhET simulations or they can use some lessons that have already been created. A third tool/website that I think can be used to encourage students 21st century skills is the explore learning GIZMO website, http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=651&ClassID=2140263. This website is similar to PhET but, with an expanded array of simulations. Using this tool, teachers, can pick an activity based in standards, grade level, or interest. Some of the simulations can be used as guided inquiry activities and others can be done in a more structured inquiry format. Both of the simulation websites lend themselves to allow students to have authentic scientific experiences in the classroom. Students can work at their own pace, and they can revisit and redo labs to enhance understanding. 

There were so many great tools that I feel are useful, it was hard to pick just one, so I have added a list of some others that you may wish to check out.

***Another website that I know  would be helpful to teachers is http://cooltoolsforschools.wikispaces.com/Science+and+Social+Studies+Resources, check this resource out it has so many tools that you can incorporate into your classroom.  It is well organized and you can find almost anything you need on it.  It has a special place for science teacher in the teacher resource section.

 When comparing and contrasting take a look at this website, it has some interesting comparisons http://www.diffen.com/.

Also if you use You tube videos you might want to try this website http://www.splicd.com/, it allows you to cut and splice You tube videos.

Still another great tool that students can use in the classroom is http://www.masher.com/index.jsp, this website allows students mix video clips, pictures and music into one production.  I have allowed my student to use this software when making presentations and they have had a blast.

Another tool that helps students make great presentations is http://prezi.com/, it is similar to PowerPoint but, it is on-line. 

Again I love BBC’s bitesize, have your students check out http://www.bbc.co.uk/schools/ks2bitesize/games/questionaut/, students’ journey through different worlds and test their knowledge of science, math, and English.

 

I believe the tools that I have found will help my students blend technology and science education. Integrating these two components will help student become more technically savvy while allowing me to personalize some of my instruction based on my students’ preferred learning style. In addition, I also believe that incorporating these tools will encourage them to become more effective on-line researchers.

I recently used the PhET wave simulation to help my students see the relationship between wavelength, frequency, and amplitude. As part of the lab, students created graphs of their results, which they then shared with the class. Using data from the lab students determined the different relationships and then they discussed their findings in a whole class setting.

A major challenge to helping student become more technology driven is their lack of resources at home.  This has been a recurring challenging for me this year, with many of my students not having computers or internet access at home.  Another major challenges that I believe I may face when using these tools, is getting students to really think about the problem.  Too often, students are use to simply finding the answer, they are not use to having to synthesize and analyze data, and then construct meaning from this data.  As I progress forward, I am looking for ways to help build my students critical thinking and deduction skills. 

  

For the experiment this week, I decided to select the following easily assessable materials to act as covers for my glasses: saran wrap, aluminum foil, copy paper, and a piece of wool. I believe that of these materials, the saran wrap and the aluminum foil will be the best insulators. Despite this, I must also note my suspicions that all of the materials have some amount of insulating properties and as such the amount of heat loss from the different materials may be insignificant.   As I began to collect the items needed to complete this lab, I ran into one MAJOR problem, I did not have any mugs. In my house, no one drinks hot beverages; as a result, there were no mugs available. I asked several of my neighbors, only to receive similar responses, so I substituted the mugs for identical glasses. Next, I selected 5 identical glasses, four for the experiment and one to act as the control. To ensure that each cup received water at a constant temperature, a hot plate was used to warm up the water to 140° Fahrenheit. I poured 6 ounces of water in each cup, and I wrapped the top of each cup in one of the cover materials, the control glass was left without any cover. After thirty minutes, I came back, and I measured the temperature of all of the glasses again, and the results were quite interesting. In my original hypothesis, I suggested that the saran wrap and the aluminum foil would provide the best results. I also suggested that the temperature difference found using the different materials might be insignificant. The results from my lab showed that all the materials that I used provided the same amount of insulating properties. In the original temperature reading all of the glasses received water that was 140°F, at the conclusion of the thirty minutes, all of the glass had a temperature of 90° F. The only glass, which had a different temperature, was the control glass; in this glass, the water had a temperature of 80°F.  In the end all of the materials I selected seemed to be great insulators.

Materials	No cover	Plastic	Aluminum	Wool	Paper
Original Temp.	140°F	140°F	140°F	140°F	140°F
Final Temp.	80°F	90°F	90°F	90°F	90°F

How might you set up this or a similar experiment for students in your classroom? How could you make this experiment more fun, interesting, or engaging for your students? How might you design this experiment so that it is relevant to students’ lives?

In my classroom, I would set this experiment up like it was a cooking contest.  Students would be placed in groups and then they select one representative who would come up to the front who selected the materials they would test.  The selection process would be timed and the students would also be timed as they completed this exploration.  To make this experiment more fun and engaging I would take a student poll on materials and objects they would like to test.  I believe allowing students to select the materials they would like to test is one way that I could design the experiment so that it could show relevance in my student’s lives.