Walters' Science: Learning Moments

The students displayed their projects over a week ago, but a trip to Pittsburgh for one daughter’s college graduation and a visit from another college age daughter put me behind on lots of tasks.

Project Displays

The student’s goal was to become an expert on one resource that the US uses for energy, especially electric generation.  To facilitate their basic research  I put three links on my Moodle site and my website.  The Energy Information Association and the state of California have very informative energy information sites with lots of diagrams.  Facing the Future had materials as well.

After researching two days in the library and several days at home the kids and I joined the librarian to learn about ProQuest, an on-line research database.  They had to learn a number of skills including determining fields of information, note taking using a field format, and boolean searching with the fields.  Their thinking processes were stretched as they thought about the key words and subject of their research, tried different limiting combinations in the search and explored the results.  Some good articles were found but it was an uncomfortable method for them, much different than just putting some words into Google and seeing what might appear.

The projects were to be presented as small displays.  The school secretary found some colored folders that we could use (recycling at its best) and I showed examples of book reports done with section titles, blocks of text and colors.

I wish I had more examples for them to see and more time in class for them to put the display together.  I now have some beautiful examples for next year!

Two Project Samples

On presentation day they visited the different displays and collected information about different resources.  I always want them to process the information after they record it so they wrote some statements comparing the different resources.   They were respectful of other student’s work and most worked efficiently at gathering the information.  Since they completed  individual projects, it seemed more efficient for them to view standing displays than listening to 28 PowerPoints.

Struggles included keeping kids engaged in research during the class time and completing the project on time.  They were able to choose their energy topic which did help motivate many of the students.  I will also think more carefully about what I would like to collect from their research process.  There are so many tools available to the students for managing their research and creating presentations, now we just have to learn to use them well.

This past summer at the science OEL (Observing for Evidence of Learning) seminar we learned about “Energy Theater.”  We soon learned  some of the simplest energy concepts can be very complex.

Energy Theater has 4 basic rules.

• Every person is a bit of energy.
• At all times individuals  must show what form of energy they are.
• Objects in the system are represented by locations/lines on the floor.
• To show energy transfers between object, people change locations on the floor.

The students had spent two days doing a Heat Transfer Lab  – one day observing rate of temperature change in very hot water that was in  metal and Styrofoam cups. The second day observing the temperature change in cups or mugs of their choice.  The next day we acted out the energy transfers using Energy Theater.

I always get so busy that I forget to take pictures!  A group made crowns to represent the heat energy, others were waving hands or wearing red paper taped to their front.  Squares taped on to the carpet represented the water, cup, air, table and thermometer.  The actors representing heat energy started in the water spot and moved to the cup, the air and, depending on the team, the thermometer and table.  No bits of energy were lost, ah ha – conservation of energy!

A few groups thought to add some kinetic energy for the movement of the air, water and thermometer liquid and demonstrated it with a change in their motion. When asked students were able to tell me the path they had traveled as a “bit” of energy.  They also explained why some heat energy was still left in the water and  how it would look different if they had represented a Styrofoam cup instead of a metal cup.

This was a fairly simple system but the students had a chance to think and talk about it.  They also saw how other groups represented the same scenario.  We had a short day so we didn’t get to do any follow up writing, one piece I will add in the next round.

My goal for the day was to let them experience Energy Theater with a familiar scene so they would be ready to take on a more complex system next time.  That next time will be coming in a couple of weeks when we move on to Plate Tectonics.  They will be demonstrating the energy transfers and transformation in an earthquake caused by convergent plates.

Watch for “Take Two!”

We started a new unit this week – Energy Resources. It consists of review and expanding the student’s understanding of energy and putting it in the context of our energy resources, especially in terms of generating electricity.

First up – a unit pretest. Our Coordinated Science group has a goal to collaborate on 2 units this year and part of that includes creating a pre and post test.  Some of the kids took as a personal challenge to remember 10 forms of energy.

Next up – Calculating our Carbon Footprint (lots of choices on the web, I used one from National Environmental Education Foundation called Zerofootprint). This was a nice segue between Climate Change and Energy Resources. As a follow up I had the groups generate lots of questions of various levels using Costa’s level of questions as a guide. Creating higher level thinking questions is a difficult skill so I want to practice it often with the students.

After spending several days looking at data about world electricity generation and Washington state energy resources, I introduced them to our next Moodle activity, a Forum.

Each student submits a question or comment to the forum, then they can respond to other students’ questions or comments. The topic for this week was to talk about the World and Washington Energy data we examined.

Because we were in the Computer Lab every student had a computer. Quickly there was a buzz as they asked a question and then had a response. There were a few silly comments as they got used to using electronic communication for science instead of personal communication, but quickly some students started looking up information and sending resources or links to help answer the questions. I’m expecting the quality to improve as we practice.

Next step blogging?

April 1st was a Friday, the last day before Spring Break and the day after our Climate Change Unit Test.  A good day to catch up on missing work and leave for break with a good attitude.

My family and I have always enjoyed April Fool’s Day – not to pull mean tricks on one another but to have fun with silly food and gags.  We would encourage  each of our daughters to invite a friend and we’d prepare an April Fool’s Meal.  I decided to share some of those ideas with my students and colleagues.

Mrs. Walters' "Grilled Cheese"

Every Friday there is a “Finally Friday” get-together for staff before school.  This week I brought “Grilled Cheese.”  I was surprised how many people wanted Grilled Cheese at 7 am and thought it was  a great idea – healthier than doughnuts.  Little did they know this “Grilled Cheese” was made with toasted Angel Food Cake and cheese-colored frosting.  Not what they expected but they enjoyed it.

When the students got to the classroom there was  note on the PowerPoint and I was instructing them to be respectful of the guest in the back.  “Harold” spent the day reading the Everett Herald in the back of the room.  The students usually did a double take and then thought he looked “creepy” but had a fun time posing with him or coming up with names.

Harold, our April Fools Guest

I didn’t have enough Grilled Cheese to share, but I did show them what it looked like and encouraged them to “make dinner” at home with Mrs. Walters’ special recipe.  I know at least one student enjoyed sharing the snack with her sisters!

Sharing science content is important, but sharing special occasions and the importance of traditions is also a part of teaching.  I think we’ll all remember April Fool’s Day 2011.

For lots of great ideas, go to the Family Fun website.  We’ve been using their ideas for years.

The Indigo - a science vessel

Last weekend I had the opportunity to spend the day on board the Indigo, a boat that is used for student and teacher workshops as well as scientific data collection.

Mrs. Sowa ready to start the day.

This was part of a 3 day workshop presented by Pacific Education Institute in conjunction with a number of other organizations including Service, Education & Adventure, Edmonds Community College LEAF program and Puget Sound Partnership.  We had the chance to “do science” as well as learn about many other opportunities for ourselves and our students.

On Saturday we met at Everett Marina, boarded the boat and stowed our gear in the lower bunk area.  The first stop for my group was the pilot house.  We learned about the tools that helped the pilot navigate and communicate.  The amount of computer technology is amazing – especially the ability to mark a point and steer towards it.  Of course, nothing beats common sense and looking out the window!

Mrs. Foslien watches as plankton is poured into a collection jar.

Observing plankton on the scope and through a camera on the computer screen.

Next stop was the plankton activity.  We netted both phytoplankton at the surface and zo0plankton deeper in the water using different size mesh nets (finer for the smaller phytoplankton) and the winch to drop and haul up the deep net.  Once collection was completed we went inside to check out our finds.  Good thing there were guides to help us, plus we got to learn the Plankton song.

CTD Device for water testing

After that we learned about resources and training available to us and were astonished to find that microplastics, which are a part of many toothpastes and shower gels, are showing up in our oceans.  Lunch arrived then we headed out to gather some data using the CTD device.  After using the winch again to drop it in and haul it back up, all the while collecting data on turbidity, salinity, oxygen, temperature and depth, we connected it to the computer to download the data.  They modeled a great inquiry lesson for us…”Why did the oxygen peak at this depth and then drop?”, “What patterns do you see between the temperature and the depth, the temperature and the oxygen level, the amount of chlorophyll and other chemical components?”  Not only was the data collection impressive, but also the reminder of how we can be more rigorous in our teaching by using questioning methods.

I got work the rope as we collected water for testing.

The final two stations were  water chemistry and stories of the Everett area.  The chemistry teachers loved the simple nitrate, nitrite and dissolved oxygen test kits.  I’d love to see how they incorporate this into their lessons.  The Year of Chemistry and its Global Water Experiment also has opportunities for classes to add water chemistry information to a global database.  Tom told us the history of Jetty Island and the people that influenced this community.

On our journey was Pamela, a member of the local Snohomish nation, who privileged us with a teaching story from their culture.   She reminded us that the story will have  different meanings for different people at different times.  What struck me that day was the importance and preciousness  of each person’s, teacher and student, inner song.  We need to value all those that we meet.

The sun was out in the afternoon!

The weekend reminded me how much I enjoy getting out and being part of nature, investigating, questioning and being with others that are excited as well.  My task now is to embody that excitement, keep track of the opportunities and share  them with my students.

I’m always willing to try something that may be silly or strange if I think it may help kids learn a concept.

In our current unit on Climate Change we use 3 different climate proxies that represent climate from the past – tree rings, sediment cores and ice cores.  One idea that seems simple but is essential is the relative age of each of the layers.  When we talk about how climate has changed over the years we need to start with the climate furthest in the past and move toward the present.  In samples of sediment and ice, that means we begin with the layer at the bottom.

To illustrate sediment layers in a lake bottom I spent the weekend making 40 cups of layered Jello.  I didn’t know if we could “core” it, but we’d sure have fun trying.  By 7th period I had students coming into class saying “I heard we’re doing Jello today!”  What was most gratifying is that when I asked them, “What are we using it for?”, they responded, “To show layers.”  It wasn’t the whole concept yet, but they seemed ready to check it out.

I now wish I had taken pictures.  They tried sticking the straws in and pulling them out – only part of the Jello came along.  They tried putting their thumb over the top – a little better but the bottom layer fell out.  They tried adding some suction, better results.  I told them I didn’t have enough straws for everyone and asked them to share – they did even better – they cut the straws in half so everyone in their team had one.  I love working with kids!

In the end, they knew which layer was the oldest and youngest.  The “blue climate” came first, then the yellow, red and green. Will this carry over to our description of the lake climate?  I don’t know, but I do know that I have a model for them to refer to when I check their story of the past climates of Battle Ground Lake.

Today is the fourth snow day of the school year. We’ll be going long into June, but these days in the middle of the year have given me the chance to add some new opportunities for my students.

During the Thanksgiving snow days I experimented with my Moodle account. The students had used it to complete and turn in a pre-assessment. This gave them the initial experience so they could use it to turn in a Physics project.  I found it much easier to accept work this way rather than attempting to have PowerPoint and movie projects e-mailed or uploaded from a flash drive. I learned how to use Moodle to send messages to the students both as groups and as individuals.

In the current unit I have been able to make PDF copies of the textbook and upload them to my Moodle account. This allows the students to access those pages without carrying the book home and I’m not breaking any copyright laws since Moodle is an extension of my classroom.

Also, in this current unit, I am putting articles on Moodle for the students to read and summarize. Again, they will turn in the work via Moodle. I do encourage them to put the summaries in their science notebook as well for use in studying.

Snow days also arrived when I was contemplating a blog, so here I am on another snow day adding a post. I hope the students are making good use of the day off as well. They do have a quiz tomorrow!

We finished our Chemistry unit on Friday so I wanted to spend some time talking about classroom expectations before we jumped into the Climate Change unit.

I got out the whiteboards and, in their groups, the students generated ideas of  rights and responsibilities for members of the class, both students and teacher.  After writing down the group’s ideas, they shared out and created a class list.  After getting ideas from all my classes I wrote the statements on a large piece of colored paper and posted in the front of the classroom.  (I had to take down my Virginia Tech banner, oh well, that will find a new home).

 

 

 

 

 

 

 

 

 

 

This is what they came up with.  The right to a rigorous curriculum is the only one I added as that is part of the mission statement of our high school, the rest are all theirs.

Earlier this week the students turned in an activity that was a fun way to show what they knew about ionic bonds and ionic compounds – a design for an Ionic Compound T-Shirt.

They were to incorporate three parts in their design:

a 4-color logo on the front

a cute, clever slogan on the back

an explanation of the logo and slogan to the concept (ionic compounds)

They were excited as they tried to devise a cute slogan.  “Red Rover, Red Rover, send your valence electron right over” was one of the first to be heard.  Extra credit was offered if an actual t-shirt was made.  On Tuesday they started coming in.

Check out a few of their creations!

Ionic Compounds - 3 examples

NaCl

Ionics are Bionic

Happy Face, Sad Face Ions

Giving away electrons.

Last Wednesday I was part of a group of 5 high school science teachers that modified a lesson about combining ions to make ionic compounds and writing the proper names and formulas for the compounds.  Today was the day the lesson was taught to two classes and the evidences of learning evaluated.

One of the great things about collaborating on a lesson, and then observing it in action, is not only that we have a better lesson to use with our students, but also that we share some teaching strategies that can be used in other situations.

•     We had the students complete a short assessment at the beginning of the period and then repeated it at the end of the period.  This did help us see if there had been a change in learning.  For some students the card game activity did seem to improve their ability to create correct compound formulas as shown in the assessments, but there didn’t seem to be a huge change.  As a reflection tool for the teacher, we felt the pre- and post-assessments helped us compare the ending skill to the beginning.  This is a generalization that could be used in many different lessons.

 

•    We encouraged conversation between the players by having partners assist one another.  In a number of groups this turned into one student who was comfortable with the process helping many of the other players.  A great opportunity for peer teaching, another strategy that could be implemented in other lessons, especially if there are some students that know the concept well and are familiar with a procedure to share that knowledge with others on their team.

 

•  During the game the students were instructed to write the name of the metal, nonmetal, compound and formula after they played their cards.  What was most interesting to us is that many times this was done correctly, but in the post-assessment they were still having some trouble with the proper naming conventions.  I’m glad we had them write both times during the lesson to determine how well they understood the concept.  Another generalization I’ll use is giving students as many opportunities in class to answer questions, either written or orally, to ensure the concept is well understood.

 

•  In this OEL session we actually had the opportunity to teach the lesson once, evaluate it and modify it slightly, then teach it again.  One thing we improved was the student’s reflection on the goals they had written in their notebook.  In front of each goal we had them place two lines.  Before the lesson they rated themselves 1-5 (5 being  high) on their understanding of the concept, then at the end of the period they went back to goals and added a second rating.  It appeared that most students felt more confident and adding ratings gave them a reason to go back and assess their understanding.  Again, another strategy I’ll use in the future.

 

As always, I was impressed with my students and their willingness to try new things as well as their ability to work while having other teachers walking around in the classroom.

Many thanks to Brian for facilitating the day, and to Jack, Kelly, Nicole and Stacey for their wonderful ideas, questions and observations. We made a great team.  I’m looking forward both to our next session and to hearing about the other team’s revitalized lesson.