Effecting Change at School and District Levels

          I love teaching science. It is one of my passions. I have often been frustrated with elementary schools which teach science one semester and then social studies the next. Why can't the two subjects have equal time? When I did my student teaching at an elementary school, science was taught at the end of the day during the spring semester. Science seemed to be the subject that got skipped if the teachers ran behind.
          Another issue I have with science classes is the amount of excuses teachers give for not conducting labs. You do not have to have lab tables, or tables period. You can do labs on the floor, outside, and at desks. I have done so for ten years and my students have benefited from the experience. In fact, the high school biology teacher told me she can always tell when a student has had me for science in middle school. What a compliment! She can tell because my students know how to function in a lab setting. 

          

          Teachers have to be willing to go the extra mile to teach science. If they don't have the equipment, then do science with household items. I have done a variety of labs using paper plates, milk, cornstarch, pepper, marbles, and so on. I have bought many items at the local dollar store. When I needed safety goggles, I found them there too. When I wanted to teach a principle and needed a demo, I went to the internet to find an idea.

          Years ago, I asked some seventh grade teachers how they conducted science labs in their classrooms. They told me they couldn't conduct labs because their students misbehaved too much. This saddened me because it sounds like the stduents are in control of the classroom rather than the teacher.

          I had to change their thinking. Three years ago I was accepted into a grant program at a state university. It was there that I first learned about performance based assessments. For the last three years, I have taken what I have learned and taught it to my science teachers, as well as other teachers, in professional development workshops. I want then to understand how performance based assessments work. I also plan to share with them simple activities to go with our state frameworks. I would also like to share with the upper elementary teachers tips on how to improve science content in the classroom. Improving science in my school district can be done. We just need a willing body and that's me.

Follow the Leader

     I remember watching a documentary on the United States' race to the moon. For many it started with an evening in October when a strange object orbited Earth and was visible in the nighttime sky. Some people probably feared it but many were caught up in the awe of what man could do. Unfortunately, those dreams of what man could do have fallen to the way side. Dreams of reality TV have taken over dreams about inventions. Dreams of finding a cure for cancer have fallen aside to dreams of being music moguls. It is not that these dreams are bad, but limiting to what students have been exposed to.

    Last year, my mom called me and told me about a company in India which was creating its own university so that its graduates could go straight to work. I never could find the original news report but I did come across an article that spoke of India's dilemma. India sees the need to have properly trained workers for its workforce. India has been watching its graduates finish school yet require even more training before they can begin working (Hill, 2012).


     India saw a need and has constructed a plan to meet the need. It is said that India will soon be viewed as China in leading the world in technology and engineering (2012). In Friedman's article (2010), he argues that countries like China, Taiwan and Hong Kong are leading in STEM careers because their focus is on building up a nation and not on "the war against terror". Maybe our focus is in the wrong place. Maybe if we spent just a quarter of the energy and monies spent on war, and invested in education, maybe then things could change.


     We have to do something. I want to see America turn around so that we can be a leader in STEM, a leader in education. I would love to see America have that same spark in it eye like it did when Sputnik crossed the nighttime sky. As a teacher, I will do my part to spark interest in STEM. How bout you? 




References:


Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8. 


Hill, D. (2012). India plans to create 12 times the number of colleges as the U.S. by 2020.  Retrieved from: http://singularityhub.com/2012/03/13/india-plans-to-create-12-times-the-number-of-colleges-as-the-u-s-by-2020/

Puzzled by Pangaea

      Last fall I taught a lesson using new software purchased by my school district. The software was called Adaptive Curriculum. It allows students to complete interactive computer simulations that might otherwise be too difficult to complete in the classroom. I jumped in full steam ahead. The students really enjoyed it as well, until we hit our first bump in the road. It began as I taught a lesson on Pangaea. The lab instructed students to use scientific evidence to piece together landmasses to create the super-continent, Pangaea.

     Students could click on three different forms of evidence to determine how the landmasses would be placed: fossil evidence, soil composition and climate. The could match up the high-lighted areas.

    Simple enough? Right? Wrong. My students really struggled with this activity. It was supposed to be the culmination on a lesson on continental drift and Pangaea. I did not foresee the trouble my students would have with this activity. 

   After analyzing the activity, I came to the conclusion that my students had trouble matching up the evidence. Recently, I revisited the lesson and tried a new approach. This time, I used a paper activity in which students would cut out various landmasses and try to piece them together to form Pangaea. After the activity, I had a "V-8" moment. I should have done this first. I had students work in groups of two. They cut out the landmasses and using a legend to piece together Pangaea.

     

      I asked my students why they thought they had more success with this activity than with the computer activity, they said it was easier to piece the evidence together. They had more evidence available and a partner to help them. Just for kicks, I pulled up the original computer activity, and one pair of students worked together to complete it. Students were even bold enough to suggest that I use the paper lesson before the computer lesson with future students. I plan to listen to their suggestions to help engage future students. Lesson learned? It might be scary to ask students why an activity was difficult or to throw out a lesson and try something new.  However, you might be surprised what you find out and your students may be more engaged. My lesson learned, sometimes paper activities have a greater benefit than the computer ones.

References:

Adaptive Curriculum. (2011). Plate Tectonics. Retrieved from: http://www.adaptivecurriculum.com/us/index.html

American Museum of Natural History. (2007). Activity: A Plate Tectonic Puzzle. Retrieved from: http://www.amnh.org/education/resources/rfl/pdf/dinos_plate_tectonics.pdf

Weather Exploration

 

          This week I was introduced to an engaging weather site called Stop Disasters. This site lets the user choose a natural disaster and then is given money to make preparations for the town. The user becomes a sort of city planner. The game allows the user to choose their disaster such as flood, earthquake, tsunami, hurricane,  or wildfire. 

          I showed my daughter and she started playing it. She is in tenth grade. She enjoyed the game and it soon became one she could not stop playing. The best part about the game is that she is learning what it is like to start preparations to protect an area from a natural disaster. You can make the game as easy or as hard as you want. I have to admit, when I played I chose the easy level and still had trouble winning but I am not giving up. I plan to try again until I succeed.

          You can make this game a part of a lesson or even make it a part of free time on the computers. Check it out and let me know what you think.

Exploring Food Chains

Recently, my students learned about food pyramids, food chains and food webs. I always enjoy teaching this lesson because I end up learning something new.


First, I started planning my lesson with the end in mind? I wanted my students to be able to work in small groups and create a food web mobile. To build up to that project, I first began with a yarn activity which we passed around the room from producer to primary consumer to secondary consumer, etc. I learned that my latter classes needed smaller groups for this activity. They would get silly and drop the yarn and mess everyone up. My first two classes of the day did well with the activity...maybe because they were still waking up.


The next day I gave students a timed task. They had 15 minutes to place pictures on a sheet of bulletin board paper. Then they had to place the pictures in a food chain or food web and use markers to draw arrows showing the flow of energy. This activity went off without any difficulty.

I divided students into small groups of four to five students and monitored students as they created food chain mobiles. I was thrilled with the end result. This was a project that was easy to differentiate among various learners and learning levels. Their were a few small mistakes such as the oceanic food chain with a turtle that had feet instead of flippers; but overall, it was a real success.

Not Sure of the Answer, then Ask a Scientist. Well..., Maybe

I went into last week's assignment excited. I would finally get an answer to a question that has been eating at me since I started teaching. The questions dealt with genetics. Each year we cover red blood cells and blood types. My Ask-A-Scientist question was about blood types. We always hear about DNA tests to test the paternity of a possible parent. (My kids always see this on talk shows.)


I want to know, can't they check the blood types first before going through the expense of a DNA test? I realize it may sound a little silly; yet, every year this question comes up and I always answer it with an example: two O+ parents cannot make an A- child.

Well, one the Ask-a-Scientist website I posed my question. It was not found in the archives so I submitted the question to the website. I checked my email often to see if I received a response. I never did. So I would love to talk about how my curious question was finally answered but I cannot. I cannot state as to whether or not the scientist's answer brought me to a deeper understanding of the subject matter.

I can imagine using the website with students, providing their questions receive answers. There are many times my students have a question that I am not qualified to answer. It would be nice to point them to a helpful link that could answer those questions.

For now, I am still waiting on a response. I wonder if I will get one. Sigh...

To Use or Not to Use: A Review of Some Tools for Educators/Presenters     by Edie Flores

Vcasmo

This week I reviewed three websites, which offered inventive ways for the user to make a presentation to share with others, whether online or in person. The first tool I visited was found at www.vcasmo.com. The site offers a unique feature where the user can create both a video and presentation and show them side by side. Your presentation window is twice as long allowing your video to run alongside a PowerPoint-type presentation.

When I initially visited the site, I decided to sign up. Following registration, you are sent a confirmation email.  I waited all day for mine and did not receive it until the next day. What I like about this software is being able to have a pre-recorded audio commentary alongside a presentation slides. I viewed one user’s “how to” video which explained how to make a presentation in seven easy steps. It was very easy to follow and simple to understand. I like that this can be viewed by anyone from any web browser. I also like the ability to share the video publically or with a certain group. I could picture myself using the video to explain a current presentation. Many times students are absent and miss the lecture portion of a class. A presentation like this could be made available to help those students by posting it to the class website.

Ahead

The next tool I viewed was found at www.ahead.com.  This was a site best used for someone who had a touch screen computer. With the simple touch of your fingers, you can drag objects and adjust them to your own specifications. You would think this would be great application for iPad but since Apple and Adobe are not friends, you have one of two choices. 1.) You can use what ahead calls their “highly degraded html version” or 2.) You can use one of iPad app browsers like iSwifter or the eCloud, which allows flash content using a server. The only problem with the second option is the lag time. I am too impatient to wait. I opted to try the html version.

So here I am, signed up (registered), and ready to begin. I get a pop-up suggesting I upload a file. I upload a small video of my daughter when she was an infant. Using my laptop, I uploaded a file. Only problem was when I chose to preview it, I only had audio and no video. However, I did have a video thumbnail. I saved my work and logged in using my iPad.  On first try, I used my Safari browser. I thought surely the degraded version is worth a try; however, it would not load. Any time I chose the link for the html version, it brought me to a window that that said I need flash player. So then, I used an app called iSwifter. This is an app that allows me to have flash on my iPad. I was able to log in and actually see the thumbnail of my video but that’s where it all stopped. I could not manipulate any objects for re-sizing.

Ahead seems like a great tool to use, but as with a lot of software educators use, we have to wait until our pcs catch up to the technology. :o(

Empressr

The third site I visited was www.empressr.com. This site allows you to create a presentation with video, photos, audio, music and share it publically or privately.  It took no time at all to register for a free account. There were several methods where you could either start with a blank presentation, use ready-made templates or use the expressr express, which allows you to upload your pictures and get right to work. I chose this method.

What I liked about this software was the ease of use. You have a larger viewing plan from which to see all of your work. You have the typical side border showing your slides, much like PowerPoint. You also have quick adds such as shapes and charts. I added a few in the picture below. Because this is the express method, page transitions are decided for you, which takes the fuss out of things for you. I found it very easy to maneuver and edit.

Bottom Line

In today’s world of technology, it is always aggravating when you want to assign a student a presentation and they do not have the software, such as Microsoft Office on their computer.  The same could be said for teachers who have older computers at home. Then there are those kids and teachers who get a laptop for Christmas only to find out it came with Microsoft Works and not Office. Having access to online presentation software via the web is a great alternative. You can send a link, and viola, your presentation is ready to go.

References:

Ahead retrieved from: http://ahead.com/#view/lilaspaces/main/welcome?scene=HOME

Evans, Craig. Vcasmo. Ten (10) Easy Steps to Create an Online Program retrieved from:  http://vcasmo.com/video/Autismhangout/6518

Expressr retrieved from: http://www.empressr.com on January 5, 2012.

Vcasmo retrieved from: http://vcasmo.com/video/Autismhangout/6518 on January 6, 2012.