Week 5 Model Implementation

I enjoyed implementing my lesson using a three-dimensional model of the Earth to investigate processes that occur on the surface. My activity was designed for second graders but my 6 1/2 year old son enjoyed it thoroughly. Once the model was created using Play-doh to simulate each layer of the Earth, I cut it in half. If the correct proportions of Play-doh were used, it is reasonably scaled to the thickness of each layer. Even if this does not come out perfect, it still has the desired effect of allowing children to see what the layers actually look like. Looking at pictures in textbooks of a circular Earth with layers is nowhere near the same as having children create a sphere! Once it was cut, I used toothpicks and labels to name each part of the Earth. From there, I allowed the children to ask questions and explore. I was asked what a volcano would look like so we modeled where on the Play-doh model we would be standing and then raised up a portion of the Play-doh to simulate a volcano. I used a toothpick and poked a hole in the top and then allowed the kids to look at the model from the side, where they could visualize the layers. I was asked if the core of the Earth is what came out of a volcano. When the kids saw the layers from the side, they immediately realized that just under the crust was the mantle, and therefore something in that area must be what comes out of a volcano. It was a priceless moment to see them figure it out!

After that, we used toothpicks to draw lines in the crust of the model to simulate plate boundaries. We labeled them as plates and I made another toothpick and label to put on the actual lines and named it a fault. This led to a discussion on earthquakes and how they occur.

I think the activity was great and the kids loved using Play-doh. I would enhance the extension activities to include other models to simulate plate movement. I really could not show movement with the Play-doh model. One suggestion I had was to use molasses and then float graham crackers on top to simulate the plates moving.

The children also were reading the book 'Earthquake in the Early Morning' by Mary Pope Osborne, one of the stories in the Magic Tree House Series. In it, Jack and Annie go through an earthquake and talk about how to be safe. This adds a more realistic aspect to the Earth activity, because the students see why it is important to be knowledgeable about earthquakes and that young children often go through them.

My Data

Here's what my graph looked like for the year 2009. I plotted two lines on a graph, one for average temperatures that are expected on the coral reef, and another for the actual recorded temperatures on the reef. Any time temperatures remain above average for any extended period of time, the coral is considered stressed and has the potential to die. Durings the summer of 2009, coral was damaged and some died as a result of the increased temperatures.

Open Inquiry APP 3

I thoroughly enjoyed the open inquiry activity that I completed for week three. I originally chose www.theweatherchannelkids.com as my website of interest in week two. As I looked around the website for inquiry activity ideas, I found myself on the Online Resources Guide section of the site. From there, I had options to visit the NOAA website, the National Hurricane website, and many others. I chose the NOAA site and found information relating to coral reefs and ocean temperatures. Having just taught about coral reefs and the process of bleaching (which is when the coral dies as a result of its algae dying), this caught my eye.
I went through the website's tutorial on coral bleaching and weather, which took a while. After learning the terminology and how to read the complicated graphs, I was able to research data from specific reefs around the world. I chose Sombrero Reef, which is off the coast of Key West in Florida. I was able to track monthly temperatures that were recorded and compared these to the monthly averages. I learned that as water temperature rose above the average for any extended periods of time, the coral was being stressed. If stressed for a long enough period of time, the coral will die.
I collected information for the year 2009. I recorded monthly averages versus actual temperatures each month. I put my data into a table and then made a line graph to show the monthly trends. By plotting two lines (one for average and one for actual temperatures), I was able to visualize any extended periods of time that the coral was being stressed.
I think this was a great inquiry activity. I think the tutorial on the NOAA website was fitting for an adult, but might be a little difficult for younger children. Due to this, I would say that if I were to use this in class, I would create my own background lesson. I would teach students the appropriate terminology and how to interpret the graphs. Here's a sample graph for the year 2010:

Students can choose coral reefs from anywhere in the world and collect data monthly or yearly. They can do what I did, which was to look at one year and temperatures for each month. Students could also look at periods of stress for each year if they choose.
I like the amount of information the site offers, one just needs to learn to move through it and not get overwhelmed by it all!
http://coralreefwatch.noaa.gov/satellite/current/sst_series_sombrero_cur.html

Week 3: Ask a Scientist

My first comment about the 'Ask a Scientist' web site was the difficulty I had in getting an answer in response to my question. I was inquiring about evidence for the endosymbiotic theory. I typed in my question many times, rephrasing it each time. I kept getting "no results" in response. Finally, I changed my original question to just simple typing in the terms "prokaryotic and eukaryotic cells". So I would first like to say that if I really was lacking knowledge and needed to learn more, I may not get results because I would not know how to phrase my question.

Once I finally got a response, I had to go through the information to determine which best answered my original question. Only one response specifically addressed my question. I read the response from a pre-doctoral fellow named Dennis Chang. He described what the endosymbiotic theory was and what cell organelles consisted of. He was very clear and concise when explaining the differences between prokaryotes and eukaryotes. As far as my specific question, which was to determine whether or not any evidence existed of a cell undergoing endosymbiosis, I did not receive my answer. His response stated that the origin of the other organelles (besides the more well-known mitochondria and chloroplast) was still unknown.

I would have to say that my answer just created more curiosity for me since I did not really get the answer I was looking for. It did add clarification as to how the process took place (endosymbiosis) but I did not get the evidence I was looking for.

If I were to use this web site in the classroom, it might be as an inquiry tool that my students can use periodically throughout the school year. I do not think I would use this as a part of any particular lesson. I might have students use the site periodically to ask a question that they might have as we move through the school year. At the end of the year, we could analyze their questions from over the months to see if they have learned necessary information, how they could add to their answers, or what they still want to know.

I like that my students would be getting responses from actual scientists. It would be beneficial for them to see that there are real people out there that have knowledge of science and that their teacher is not the only person they can rely on for information. It involves them in the internet in a manner other than pure socialization, which is what most of my students are doing these days!

Application 1 (Part 2)

The first presentation tool that I evaluated was the Glogster. I had heard about Glogster last year from a media specialist at a nearby middle school. She spoke to myself and fellow teachers about how students were using Glogster in class for presentations. Curious, I checked it out this week. It is very user friendly, although it does not give you a lot of direction or instructions. I learned by experimenting with a "Glog" of my own. I had no trouble selecting backgrounds or pictures. To use any type of audio, it must be uploaded first. I would have to create some type of audio myself or find something appropriate to my presentation to upload. My only negative comment would be the size of the page itself. For a simple or informal presentation, it seems as though it would be great. But for a several-week long project like the one we are conducting, I do not know if I would be able to fit all pertinent information onto the Glog page. Text can be placed anywhere and resized as needed, so I suppose I could make it work. It just provides only one page for presentation in a poster-like format.
The other presentation tool I evaluated was Slideshare. Slideshare had a great slide presentation outlining its uses and benefits. I liked that I was able to see exactly what its purpose was and how it was useful as a presentation tool. Slideshare enables you to take a simple PowerPoint presentation and share it with anyone. I could choose to make it available to the public or just to classmates. I can also add an audio component to the slideshow. I can also search for others on Slideshow with similar presentations or presentations I like and find more that they have created. Uploading a PowerPoint presentation seems fairly easy. Adding audio, like with Glogster, is more difficult and more foreign to me. It would obviously be to my benefit to learn how to do this, as most presentation tools I have looked at have this feature. While it would be easier to simply add music, I would like to be able to add my own voice discussing the presentation.
Both tools offer great options for presentations. Glogster does seem as though it would be better for a quicker, poster-like presentation. Slideshare allows for multiple pages of information to be shared.

Topics and Tools

I chose the topic of plate tectonics to focus on in the physical science curriculum. Within this topic, students must learn about earthquakes. Since this has been a hot topic in the news, I decided to look for websites that would be engaging for students and useful for the teacher, as well. The best site that I found was http://earthquake.usgs.gov/learn/kids/. This site is provided by the U.S. Geological Survey and has wonderful activities, learning tools, project ideas, and even career resources for students.
This site could be used as a great introductory activity for students on the topic of plate tectonics. I would allow students time to explore the site on the computer. I would also supply them with a list of important terminology associated with the topic and have them hunt for definitions on the website. After completing this introductory activity, I would gather students together for an opportunity to share thoughts, ideas, and questions regarding earthquakes. I would record some of our most pressing questions or concerns on the board. From this list, I would assign students to small groups to research and present their findings. Ideas might include how to become a geophysicist, creating a seismograph to measure earthquakes and their magnitude, and locating the epicenter of an earthquake based on calculations from recording stations.
When students come together as a group to share their research, they must present to their classmates. Students will record questions and comments while the presentations are occurring. When all presentations are complete, students will be required to research and answer their questions from the presentations.
A major limitation to this lesson would be the usage of computer. My school has laptops that can be used in individual classrooms, but the speed of the connection is sometimes so poor that it takes and entire class period to get the whole class logged in! Reserving a computer lab at school is an option as well. If students have limited web access at home, the work will have to be done entirely at school.
Overall, I think the activity will engage students by giving them the opportunity to ask questions, design experiments, and answer some of their own questions about how the earth works.

The Heat Is On

To conduct this experiment, I used some random materials I had lying around in my kitchen. I used styrofoam, aluminum foil, a cloth (used to wash dishes), and a piece of plastic. I chose styrofoam because I know it can serve as a great insulator for cups of hot coffee. I did realize, however, that in this experiment, the hot water was in a mug and the styrofoam was only used as a cover. I knew going into the experiment that this meant the styrofoam may not perform at the level I thought it could have as an insulator. I chose aluminum foil because I know I have used aluminum to cook and I can touch it almost immediately after removing it from a heat source, showing its ability to resist changes in temperature.

I used four mugs (unfortunately I did not have four completely identical mugs) and filled each with one cup of water that had been heated in the microwave for forty-five seconds. Each mug of water measured at one hundred and six degrees Fahrenheit prior to being covered. The styrofoam posed a problem because it was a plate. I was unable to secure it with a rubber band over the top of the mug.

Results:
Styrofoam began at 106 degrees, ended at 82 degrees (-24)
Aluminum foil began at 106 degrees, ended at 90 degrees (-16)
Cloth began at 106 degrees, ended at 88 degrees (-18)
Platic began at 106 degrees, ended at 92 degrees (14)

If I were to set this experiment up for students in my lab, I would keep the guided-inquiry format. I would give them the problem to solve, which is to determine which material makes the best insulator. I would provide them with a wide variety of supplies and materials and let them design the set-up themselves. They would hopefully realize the value of changing only one variable at a time. This means they would have to use the same object to hold the heated material and keep the temperature constant at the start for each test. They would have to keep the time constant as well as the location of the mugs.

To make the experiment more relevant to their lives, I would have them do a follow up activity based on one of the following prompts:
-You are a product designer that is in charge of coming up with a new line of pots and pans that will heat substances the fastest. What type of material would you use in your design and why?
-You work for a major fast food corporation and are given the task of redesigning the coffee cups so that they keep the coffee warmer longer. What materials would you use and why? Would this be cost effective?
-You are about to invest in a reusable beverage container. You will use it for both hot and cold beverages. Which container will you purchase and why?

I would like students to walk away from the experiment feeling like they learned something practical that they could take with them from day to day in their own lives. The information they gathered can be useful to them as consumers later in life. I also would like my studnets to come away from this activity feeling as though they played a major part in the design of the experiment. This should make them proud of their results and confident when sharing them with others.

Engaging in Guided Inquiry: Week 2

"What is the effect of large objects colliding with smaller objects?"
To conduct my experiment, I decided to use some toy trucks in my son's room to demonstrate the effects of size on collision. He has a lot of trucks of varying sizes to choose from. I took the trucks downstairs to the hardwood floors for some tests. I selected an area of the floor that was bare with no furniture or toys in the way. I started by taking two identical trucks. I pushed them into each other and observed that they each bounced backwards slightly after colliding. Next, I took a new, larger truck and repeated the procedure. This time, the larger truck collided with the smaller truck and the smaller truck bounced backwards further than the larger truck did. I repeated this several times and saw the same results. Next, I took a much larger truck and repeated the procedure several times. Each time, the results were the same. The smaller truck bounced backwards with a much greater force than the previous experiment. As the bigger truck got larger, the smaller truck was pushed back more. I kept measurements of the distance the smaller truck was pushed with each trial.
Overall, I did get the results I was expecting. The experiment itself worked fine. The only concerns I have about it would be the actual act of pushing the trucks into each other. There was no way for me to measure the force of my push each time. I tried to be consistent with the force I used, but if someone else were to replicate the experiment, it may not show the same results. I am confident the trend will be the same, however. My six year-old son enjoyed watching me and even did it himself after I was done.
This experiment could be modified by have truck standing still while the other collides with it. The larger truck could be released from the top of a stationary ramp to ensure that the speed is the same with each collision. This would keep that constant.
If I were to do this in the classroom, I would allow my students to design their own experiment given the problem stated at the beginning of the post. I would do this so that they could show their creativity and watch them design their own experiment. I think this really stretches their minds and gets them to think like scientists, and even engineers! I would need to be sure to have plenty of supplies available to them because they would probably come up with a lot of different ideas. I am sure some of them will give me new ideas that I have never thought of!
To make it more interesting, I might give them several problems to solve, like we did in our bumper cars activity in Newton's Amusement Land for week one. This would change the scenario slightly and they could continue to use similar supplies.
I would like for my students to learn about Newton's Laws from this experiment. I would also like them to learn about the design process when it comes to setting up experiments. They would be given the opportunity to design something and test it on their own. I think I will achieve my goal with this lesson.

Week 6: Lesson Reflection

My lesson was on the topic of biological molecules. I have used this lesson many times in the past and it is usually a favorite of my students. I have always attributed this to two things. First, they get to design their own experiment with a little guidance from me. Second, they get to solve a problem with several unknowns. Again, they are solving a problem through their own design, but have a lot of guidance to help them to be successful. I like this assignment because they feel empowered as they work, yet I have quite a bit of control in how they work. According to Banchi and Bell, this would be considered a guided inquiry (2008).
Each year I change the unknown samples a little, depending on how challenging they are for the students. I try to have one sample that is water; but I color it so that the students do not initially think it is water. I try to have another sample that consists of simple sugars (Jello), one that has starch in it (corn), one that is made of lipids (oil), and one that is a mixture of biological molecules. This year, I used a slice of pizza that had been pureed. In the past, I have used cheeseburgers, deli sandwiches, and stew. I think the pizza was a good choice, as students usually get close with their hypothesis based on the smell and color.
One thing that I did differently this year and would certainly keep for the future was the beginning of the lab where I asked them to make some initial observations using only their basic senses. I gave them a blank chart on which they were to decide what observations they would make and then record their results:




Most of the students came up with the same things- like color and smell. Some surprised me with things like viscosity and transparency.
After making their initial observations, they were to design a procedure where they used various indicator solutions; Biuret's solution, Lugol's iodine, and Benedict's solution. As a class, we discussed each and what they were used for. They also had to be aware of the initial color of each solution and what color it would change to if it were positive for a particular substance.
The biggest problem I encountered in this part of the lab is one that I struggle with consistently throughout the year. Students will write out a procedure, but often leave out the details that are necessary. I usually tell my students to write the procedure in a very detailed manner, so that anyone could read it and conduct the same experiment. I give them tips like to have their groupmates read over it and look for missing instructions. As a class, I will get a range of procedures. Some will be almost too detailed, while others will be severely lacking. Here are two examples below:



In the first sample, the group had the right idea to test all unknown samples of food with each indicator solution, but they were not specific about amounts of unknown food or amounts of indicator solutions. The second sample paper was much more detailed and considered these factors.
Lastly, my students were asked to record their results and write a conclusion. I gave them some guidance on how to write their conclusion. They were asked to specifically discuss the unknown samples, the major biological molecules, and the indicator solutions. I also prompted them to discuss their initial hypothesis, possible errors, how to make their procedures better, and any errors. A good group would have another group or outsider look over their procedure to see what could have been done better. Here is a sample of recorded results and conclusion:


This group did address their hypotheses, and even mentioned that they should have been more specific in their procedure. Although the initial procedure was not perfect. I was glad they addressed this in their conclusion. What this tells me is that the next time I have them design an experiment, they will probably do a better job with the procedure, having noticed their deficits on this assignment.
Using this particular template was helpful for me. I realize that this experiment is extremely important in my class as it gives students the ability to conduct an inquiry-based lab. Dr. Randy Bell discussed the importance of teaching our students the various skills needed in science (Laureate Education Inc., 2010). My students are able to make detailed observations, make inferences based on their data, and provide evidence as to why they made their conclusions.
If time and supplies are running short, there is website I can utilize to do this lab in a virtual format. It is a very messy lab that requires a lot of setup and supplies. For new teachers, they sometimes opt for the virtual version of the lab to get comfortable with what is being done before they dive into the real thing. While this is okay to start, it does not give the students the ability to design a procedure. They are still solving problems and coming to conclusions, but lose the control of designing the experiment.

References:
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Laureate Education, Inc. (Executive Producer). (2010). Video Nine. Interview with an expert: Dr. Randy Bell.. The Nature of Science. Baltimore, MD: Author.

Melting Icebergs

Inquiry Procedures

1. Exhibit Curiosity
a. In what ways do humans contribute to global warming?
I think our biggest contribution to global warming would be our use of automobiles and other activities that release harmful greenhouse gases into the air. Deforestation is another factor that impacts global warming.
b. How long do we have until the polar ice caps melt completely?
I do not know how we would begin to estimate such a time. According to an MSNBC report, the ice caps melted at a rate twice as fast as it had in years past by 2003 (Rank Lev, 2009). There are too many factors to consider to attempt to estimate a date when the polar ice caps may be gone.
c. Write two other questions about global warming.
-What human activity has had the greatest impact on the Earth’s
temperatures?
-Are there any types of wildlife being affected by melting of the polar ice
caps?
2. Define questions, from current or background knowledge.
a. What will happen when the ice melts? Write your prediction in your science journal.
As the ice melts, the water level will stay the same.
3. Propose a possible explanation
a. As the ice melts, does the water overflow? Explain.
No, I do not think it will overflow because water expands as it freezes into ice. Therefore when it melts, it will condense and take up less space.
4. Plan and conduct a simple investigation
a. Lump ice cubes together by placing several ice cubes in a bowl and freeze overnight.
b. Place the ice cubes into a glass or bowl.
c. Add enough water to fill the glass to the top. Add as much water as you can until the glass will not hold any more without overflowing.
d. Observe the glass, water, and ice.
e. Notice that there is ice sticking up above the glass.
f. Now that you have formed a hypothesis, watch to see what happens. Be sure that the glass is not bumped or disturbed.
5. Gather and record evidence from observation
a. Document observations in science journal.
I allowed the ice cubes to freeze together in a bowl overnight. The next morning, I added water to the bowl just to the edge. I left the bowl on the kitchen countertop away from the window and I observed the bowl every 20 minutes to see if the water levels changed. No noticeable changes were seen in the level of the water and it did not overflow in the bowl as the ice completely melted.
6. Respond to question based on evidence
a. What happens when the ice melts?
The bowl I used was clear with a slight blue tint. I was able to see that as the lump of ice cubes floated in the bowl, some of their mass was under water, displacing the water in the bowl. Since we filled up the bowl after the ice was in place, we accounted for that displacement when the ice melted. The ice was no longer taking up that space so the ‘new’ water could occupy it without changing the level of the water line in the bowl. As for the ice above the water line, we know water expands as it freezes. As it melted, the amount that was above the water line had a minimal effect on the level of water in the bowl.
7. Consider other explanations
a. Conduct research and complete a Venn diagram that compares various points of view on global warming issues.
FOR
-According to the EPA, temperatures in the Arctic are rising faster than they are in other parts of the world (2007). It is thought that this is due to the reflective nature of the polar ice caps. They are able to send a lot of heat away from the Earth’s surface. When melted, the water is very dark and this allows more heat to be absorbed, compounding the effects of the increase in temperature.
-It is estimated that almost half of a polar ice cap has melted since the late 1970’s, according to NASA images of the area (EPA, 2007).
-According to the EPA, sea levels have been rising, as much as six inches, in the last one hundred years (2007).
-National Geographic reports that average temperatures have risen 1.4°F since the late 1800’s (2007).
-The number of glaciers and snow covered mountains are decreasing (“Global Warming Fast Facts, 2007).
AGAINST
-According to data gathered from the American Policy Roundtable, recorded temperatures in the troposphere have not shown a change in the last twenty years (2007).
-Future trends are based on computer models and predictions and are not always reliable.
-Many people are expressing their disbelief in global warming lately due to the number of blizzards and widespread snow we have seen in the past couple of years.
BOTH
-Both sides seem to agree that there will be some change in worldwide weather (hurricanes, floods, etc.) but each side claims different reasons (Stossel, 2007).
-The Earth is warming….but each side disagrees on how much and why.



8. Communicate Explanation
a. Describe the impact of global warming. Take a position on global warming and support this viewpoint with reasons, facts, and examples gathered during lesson activities.
Global warming is such a hot topic and I am always hearing opinions about it. I have to say that I agree there have been changes on Earth that appear to be related to warming temperatures. Images of polar ice caps, information about sea levels, and temperature changes over the years are all talked about in various resources. It is obvious that we have been emitting large amounts of greenhouse gases into the atmosphere due to the lifestyles we choose to have. Whether we are the direct (and only) cause of global changes on Earth is still up for debate.
Some scientists, though not the majority, agree that global warming is caused by natural changes on the Earth. I find that most feel that our increased use of fossil fuels has added to the amount of carbon dioxide in the atmosphere, leading to global warming. I still cannot decide which side of the fence I am on personally. If I listen to either argument, I see major points that can be made.

9. Extended Questions
a. What happens if the polar ice caps melt?
If the polar ice caps melt, the Environmental Protection Agency predicts that it will cause the polar regions to warm more than other areas of the world due to the reflective nature of the ice (2007). The resulting water in the polar regions will be darker and cause more absorption of the sun’s rays. The Intergovernmental Panel on Climate Change predicts that we could see as high as a 5°F increase in temperatures around various parts of the Earth in the next one hundred years. If the changes are significant, it could affect migratory animals and possibly many other animals and plants (EPA, 2007). Sea levels are expected to rise due to a warming of the ocean’s waters and due to the melting of ice on land.
The effects of melting polar ice caps will be felt worldwide. Unfortunately, we do not know the extent of the impact because we cannot fully predict when, how, or to what degree the melting will occur. We rely on computer models to make predictions.
b. What other questions do you have about this Science Inquiry Experience?
I think this was a great inquiry experience. A simple experiment, like setting out the bowl of ice and water, leads to discussion, fact-finding, and forces the students to see both sides of a highly debated issue. If students used the internet to research information for this experience, they would have to use caution when choosing sites for information. Since this is a very hot topic worldwide, students have to understand a lot of what is out there is speculation and opinion. They need to make sure they are using factual data to support or refute their stance on the topic.
Some things I would ask about this experience would be:
-Would the results be the same if we used a salt water solution?
-Are we truly mimicking the gradual temperature change in the water as our ice melts?
-What if our ice was on top of land, not floating in water? How would this change our results?
-How does water physically change (density, expansion, etc.) when it goes from a solid to liquid?

Question 9- Inquiry Procedures

9. Extended Questions

a. What happens if the polar ice caps melt?

If the polar ice caps melt, the Environmental Protection Agency predicts that it will cause the polar regions to warm more than other areas of the world due to the reflective nature of the ice (2007). The resulting water in the polar regions will be darker and cause more absorption of the sun’s rays. The Intergovernmental Panel on Climate Change predicts that we could see as high as a 5°F increase in temperatures around various parts of the Earth in the next one hundred years. If the changes are significant, it could affect migratory animals and possibly many other animals and plants (EPA, 2007). Sea levels are expected to rise due to a warming of the ocean’s waters and due to the melting of ice on land.
The effects of melting polar ice caps will be felt worldwide. Unfortunately, we do not know the extent of the impact because we cannot fully predict when, how, or to what degree the melting will occur. We rely on computer models to make predictions.

b. What other questions do you have about this Science Inquiry Experience?

I think this was a great inquiry experience. A simple experiment, like setting out the bowl of ice and water, leads to discussion, fact-finding, and forces the students to see both sides of a highly debated issue. If students used the internet to research information for this experience, they would have to use caution when choosing sites for information. Since this is a very hot topic worldwide, students have to understand a lot of what is out there is speculation and opinion. They need to make sure they are using factual data to support or refute their stance on the topic.
Some things I would ask about this experience would be:
-Would the results be the same if we used a salt water solution?
-Are we truly mimicking the gradual temperature change in the water as our ice melts?
-What if our ice was on top of land, not floating in water? How would this change our results?
-How does water physically change (density, expansion, etc.) when it goes from a solid to liquid?

Environmental Protection Agency. (2007). Climate Change. Washington, DC:
Author. Retrieved March 18, 2010, from http://www.epa.gov/climatechange/effects/index.html.

STEM Strategies Lesson Plan

I enjoyed using the 5 E's lesson plan strategy for my lesson. I have never been one for writing formal lesson plans, so I usually like to try different ones to see which I would use if I had to. With the 5 E's, I had to look at how to engage my students in the lesson, give them something to explore, allow exploration, give students an opportunity for elaboration, and the chance to evaluate what was done.
The activity I chose for my lesson was on the topic of evolution. I wanted to use this activity as a chance to show my students the value of questioning science. Evolution is normally a touchy unit at my school, due to the emphasis put on religion in the community around the high school where I teach. I began the lesson by defining a scientific theory so that students understood where I was coming from as we discussed Darwin's theory of evolution. I did not want to create a debate between religion and science, but allow students the opportunity to ask questions and to take some responsibility for their learning.
The activity was on evidence for evolution. Students were going to use an investigation on comparative embryology as evidence for Darwin's theory of evolution. While this was one of many activities that my students would do on evidence for evolution, this one was found to be somewhat controversial due to the fact that the scientist that came up with the diagrams (Haeckel) was though to have purposefully selected diagrams of embryos at certain stages of development to make the theme of common ancestry more obvious than it actually should have been. In reality, if the embryos are examined closely, the similarities are not that evident.
Engaging my students was not a problem. The particular class that did this lesson was my Honors Biology class, composed of about one-third gifted learners. They love investigations and the chance to do hands-on work. I gave them some introductory information on how various species go through the embryonic stages of development. The exploration portion of the lesson was obvious- the students got to cut and paste embryo diagrams of a calf, pig, human, fish, and chick through three stages of development. Once finished, I wanted to elaborate by asking them to analyze the investigation. I am hoping they will not just question their own choices in the experiment, but the validity of the diagrams and investigation itself.
Upon completion of their questioning, I will show them a video clip of the controvesial comparisons that were made by scientists in the past. They will see other diagrams and pictures of embryonic development that shows that the comparison is not so cut and dried.
Overall, my goal is to inspire my students to question the world around them, a major quality of any scientist. By placing an emphasis on STEM education, we want students to feel passionate about science. By empowering them to question an activity they conducted in school, I am hoping they will continue to question things that are presented to them and someday take their inquiries to work in the field of science.

Second Try!

I'm trying this site for my blog instead as the last one wasn't as user friendly! Hopefully this one will be better!