When it comes to gift giving, I suspect that science teachers tend to give gifts with richer science experiences than most other people. This is sometimes but not always appreciated, so moderation is required. This Christmas, my wife was the recipient of the “Mathmos Thaw” ice candle from think-geek.com. My iphone picture to the right shows the beauty of a candle shining through about ½ inches of frozen water.
One thing that science teachers appreciate more than your everyday person is the extremely high specific heat capacity of water. The high specific heat capacity of water has great demonstrations (for example “Flaming Hands”) and all sorts of implications such as more moderate climates when living near a large body of water and why water is so good at putting out fires. Adaptive Curriculum just released a new Activity Object entitled “Specific Heat.” Through a series of virtual experiments, students are led to an understanding of the amount of heat transferred or absorbed (Q) = mass (m) x change in temperature (∆T) x specific heat (c).
This Activity Object from Adaptive Curriculum is a fantastic way to help students develop a deep understanding of concepts related to heat transfer that are important in both physics and chemistry.
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Time lapse Mathmos Thaw From Think-Geek.com
“Thermodynamics is a funny subject. The first time you go through it, you don’t understand it at all. The second time you go through it, you think you understand it, except for one or two small points. The third time you go through it, you know you don’t understand it, but by that time you are so used to it, it doesn’t bother you anymore.” Arnold Sommerfeld (1868-1951) From: http://www.eoht.info/page/Arnold+Sommerfeld
Almost 25 years ago, Presenter for the Macintosh II was the start of a revolution in presentations, in much the same way that word processing was a revolution in writing. Later, Microsoft bought Presenter and renamed it PowerPoint. The advantages for well-done presentations with PowerPoint are evident. With the popularity, however, there are critics and unengaged audiences. To be fair, it isn’t necessarily PowerPoints fault that a presentation is bad. PowerPoint Bullets don’t kill people; people kill people. It is the case, however, that the omnipresence of PowerPoints means that students won’t be excited just because the room goes dark and a PowerPoint is being shown.
The hottest name in science presentations is Prezi, which creates a non-linear way to depict concepts and multimedia. Prezi calls itself “the zooming presentation editor,” which captures part of it but it really should be called an “animated zooming presentation creator.” The really engaging part is how it zooms to different parts. Take this Prezi presentation that is designed to be an introductory lesson on physics. You can’t appreciate how cool the zooming works until you see Prezi in action. You fly about the word Physics as students are brought to topics they will learn throughout the year.
A Prezi presentation introducing physics.
Great teachers view the world and wonder how can I use this in my teaching. There are teachers who see a tool and instantly think about how they can use it to present science better. Then, there are those that instantly think about how they can put it into students’ hands so they can use it to learn science. Check out this Prezi, which is designed to present info for students to do a “Solar System Prezi-tation.”
Prezis are kept on the internet, so you can access other teacher-created science prezi-tations. Hopefully, they will categorize their site but for now you can do a keyword search. I did a search for “photosynthesis” and found 650 presentations. You can easily have your students go to these websites. I like Adaptive Curriculum because you can embed internet resources with the assigned Activity Objects.
A lesson plan from Adaptive Curriculum includes Activity Objects and Internet resources.
Further, if you believe in the importance of concept mapping in science education (as I do), then Prezi is a great tool for this as well. You can present teacher created or student created concept maps (see below).
But if you are going to Prezi, you better get their quick. This tool will grow in popularity until one day students might say, “I keep getting motion sickness in all my classes from Prezi. Can we please go back to PowerPoints?”
Engaging students’ senses is an important step towards engaging their minds. Sounds can be fun and educational. For example, while studying rain forests or swamps creating the soundscape can get students visualizing the details of the habitat. Sometimes I will do a quick listening exercise to start class; it is a great way to get students quiet, focused, and using their ears. Crickets and the drum rim shot are fun quick sounds that can keep the classroom climate fun and upbeat. Here are some of my favorite sound sites on the web.
Gus Dupuis is a graduate student in ASU’s MLF Teachers College, he will be finishing his semester of student teaching and graduating this May 2011 from the Secondary Education (Teacher Certification) (MEd) program and hopes to start teaching biology in the fall.
While there are many powerful tools in the science teacher’s tool chest, one of the most potent is the word processor. This is because lesson planning is an iterative process; we write what we think is an effective lesson plan, then teach it, then modify it, then teach it, then modify it, etc. Although taken for granted now, we forget how easy it is to open a file and make some modifications that enhance what we do as science teachers.
Science teachers should have a template that they use in their day-to-day lessons. A template reduces the need to re-type information on a daily basis, and a template is a reminder of important areas for the teacher to include.
I have been using a Microsoft Word template for about seven years now in my preservice teacher classes. Overtime, I have modified the template, adding sections and deleting others. On a recent assignment in my elementary science methods class, I had a lot of strong lesson plans submitted by my students. Paige Hogg wrote an excellent Parachutes, and I am attaching her lesson plan as an example of a strong lesson and the use of a lesson plan template.
The President’s Council of Advisors on Science and Technology prepared a report (September, 2010) with the following recommendations:
(1) STANDARDS: SUPPORT THE CURRENT STATE-LED MOVEMENT FOR SHARED STANDARDS IN MATH AND SCIENCE
(2) TEACHERS: RECRUIT AND TRAIN 100,000 GREAT STEM TEACHERS OVER THE NEXT DECADE WHO ARE ABLE TO PREPARE AND INSPIRE STUDENTS
(3) TEACHERS: RECOGNIZE AND REWARD THE TOP 5 PERCENT OF THE NATION’S STEM TEACHERS, BY CREATING A STEM MASTER TEACHERS CORPS
(4) EDUCATIONAL TECHNOLOGY: USE TECHNOLOGY TO DRIVE INNOVATION, BY CREATING AN ADVANCED RESEARCH PROJECTS AGENCY FOR EDUCATION
(5) STUDENTS: CREATE OPPORTUNITIES FOR INSPIRATION THROUGH INDIVIDUAL AND GROUP EXPERIENCES OUTSIDE THE CLASSROOM
(6) SCHOOLS: CREATE 1,000 NEW STEM-FOCUSED SCHOOLS OVER THE NEXT DECADE
(7) ENSURE STRONG AND STRATEGIC NATIONAL LEADERSHIP
The report begins with this summary of the importance of STEM:
The success of the United States in the 21 century – its wealth and welfare – will depend on the ideas and skills of its population. These have always been the Nation’s most important assets. As the world small measure by the effectiveness of science, technology, engineering, and mathematics (STEM) education in the United States. STEM education will determine whether the United States will remain a leader among nations and whether we will be able to solve immense challenges in such areas as energy, health, environmental protection, and national security. It will help produce the capable and flexible workforce needed to compete in a global marketplace. It will ensure our society continues to make fundamental discoveries and to advance our understanding of ourselves, our planet, and the universe. It will generate the scientists, technologists, engineers, and mathematicians who will create the new ideas, new products, and entirely new industries of the 21st century. It will provide the technical skills and quantitative literacy needed for individuals to earn livable wages and make better decisions for themselves, their families, and their communities. And it will strengthen our democracy by preparing all citizens to make informed choices in an increasingly technological world.
Chapter 5 focuses on teachers and begins with this statement:
Anyone who has set foot in a classroom knows that teachers make a huge difference in the lives of their students. While not everyone can recall the influence of a legendary teacher like Jaime Escalante, many people have stories about the crucial role that a teacher played in sparking their passion for a subject, teaching them a lifelong skill, or helping them surmount an obstacle. Indeed, most people who work in STEM fields or who simply have an interest in STEM can point to teachers who excited about them about the beauty and power of mathematics, the wonders of science, or the power of technology – and who helped them learn that they could gain mastery of these subjects. Sadly, though, many adults also point to experiences in school that convinced them that STEM subjects were inherently boring, cryptic, or beyond their grasp.
The report correctly points to the importance of STEM for our nation, and suggests compelling steps to improve what we do.
I was presenting a lesson on engaging starts for my preservice elementary science methods class, and I did the lycopodium flash to model an engagement on surface-area to volume ratio. Lyndon Brooks emailed me this video of the demonstration that he shot with his cell phone. This is my first reception of a video of a class I am teaching. Rillero Lycopodium Flashmov.mp4
This week I was at Santa Clara Unified School District visiting Kathie Kanavel, Coordinator for Educational Technology. Kathie told me about her math teachers using their Lumens document cameras to record their lessons, with audio, and then they post them to YouTube. What a great way for students to review the lessons. Parents who are trying to help can also experience the lesson.
Adaptive Curriculum has a different way of engaging students in a lesson on surface-area to volume ratio. They use the discrepant event of cheese cubes in a microwave. Most of us, because of conventional oven experiences, would think that the smaller cubes would melt first. But with a microwave oven, the cheese heats from the inside and the larger cube, because it has a smaller surface-area to volume ratio, retains heat better and it melts first.
A recent New York Times article (September 8, 2010) created a stir by suggesting that the old advice to do homework in the same spot in the home was incorrect. Benjamin Carey summarizes the findings of cognitive scientists as “instead of sticking to one study location, simply alternating the room where a person studies improves retention.” Providing evidence that takes to task the one study place idea, Carey writes: “In one classic 1978 experiment, psychologists found that college students who studied a list of 40 vocabulary words in two different rooms — one windowless and cluttered, the other modern, with a view on a courtyard — did far better on a test than students who studied the words twice, in the same room. Later studies have confirmed the finding, for a variety of topics.”
Most kids aren’t going to rejoice in this news. They are holding out for the research that says that it helps them to do homework if they are also watching TV. I guess if there are parents who make their children go to some solitary confinement place to do homework, the children might be happy to see this news. My sons seem to enjoy doing their work in the kitchen/family room area, where we tend to congregate, and my wife or I are available to help. They do have a built in desk/office space that has no windows and is cluttered. I was thinking about clearing some clutter so they would actually use their desk area, but now I can point to this 1978 study as evidence that their desk area is perfect. To be honest, I don’t really mind where they do homework and study, just as long as they do it.
Extending this idea, the varied environments created through virtual learning are better than “different rooms.” Students can learn while on Mars or learn while at the bottom of the ocean. Just consider some of the over four hundred Activity Objects of Adaptive Curriculum, students find themselves as mechanics in a car garage, on planets from different solar systems, in Egypt studying mutualism, in a chemistry lab, in a music salon, controlling a reactor in a nuclear submarine, at an amusement park constructing a roller coaster, living in Europe 500 years ago, and producing a theatrical production. Clearly my house doesn’t have rooms that are this interesting, my advertisement might be, “you can wash dishes in the kitchen.” Actually, we do make an effort to have an interesting home environment with interesting décor from different places around the world where we lived, a pool, a trampoline, a basketball court, a lawn, two fish tanks, a reptile tank, two sulcatta baby tortoises, one shelty, and an exercise area. My home, just like most other homes, is more interesting than the typical classroom. The beauty of virtual science activities is that we can take students out of the classroom. I don’t mind an occasional replication of a classroom lab, but the true power of virtual learning is taking students outside the walls of the classroom.
I hinted at controversy in my opening sentence. The Times article also called the whole notion of learning styles a myth; A dangerous statement with so many teachers eating up the invented multiple intelligences of Howard Gardner. I predict in 2020, Gardner will state that there is an intelligence for creating new multiple intelligences. While it is clear that some people are better at some things than other people are, at what point do skills, abilities, and knowledge become grouped as intelligence? I think I should rush to invent “soccer intelligence,” “volleyball setting intelligence,” and “interior design intelligence.”
The great regard for Gardner’s work by teachers is no doubt because teachers see different learning styles. Any teacher who has taught for several years will know that students have varied learning styles. Come on, how obvious, some students learn quite well by reading a textbook and others simply don’t. If you have ever been in school and there was a subject that didn’t come naturally to you but did come naturally to others, you would also realize this. So, I’m not sure how you can state that, “The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing.”
Color Mixing at a Theater: Paints and Lights
To be sure, a teacher with only a dry-erase marker and a class of 35 adolescent students might have a difficult time adjusting to the learning styles of students, so we might expect little “utility” as he lectures. But if given the training, resources, and a suitable class size, teachers can know their students better, and plan a variety of experiences to help students learn science. One powerful tool for helping students learn at their own pace, and in ways they enjoy, is internet-based science experiences.
This week I witnessed the possibility and perils of animals in the classroom. I was observing a fourth grade classroom as part of a grant where I RTOP the instruction. Prior to the students walking in, I looked at a couple of tanks, and saw one full of green plants in a moist environment. I looked carefully for the critters inside. The classroom teacher saw me looking and told me that unfortunately the district had turned off the air conditioning in the summer and the tree frogs had died. Same thing occurred with the snake tank on the counter to the left. How sad.
The lesson commenced and it was on tadpoles and toads. It was clear that they had been following the rapid life cycle of some tadpoles and really tiny adult toads, taken from a mud hole after an Arizona rain. Using a document camera the progress of the tadpoles and different sizes were shown. Students were asked to come up with possible reasons why the tadpoles were different in size, which was an excellent way to induce critical thinking. There is no doubt, that the students were engaged in this lesson because they had been following the progress of the real living tadpoles and the toads.
Back in 1986 I was teaching in the Bronx, and I had my Madagascan hissing roaches and a tropical fish tank. For a while, I even had a salt-water tank in my classroom. The fish and especially the roaches (this was before they became popular) were excellent for engaging the students in various life science topics. At various times, places, and levels, I have had
Our new family sulcata tortoise: Not a classroom pet.
mealworms, earthworms, crickets, and other living animals in the classroom. I haven’t been a fan of the macro size animal because of the easier care requirements of the smaller animals. Animals in a classroom do add interest, but they are also a lot of work for the teacher and they can cause problems. With school vacations and so much happening in the classroom, it is difficult to always ensure a healthy animal environment. Also, it seems interest would be best kept by having a variety of living things cycle in and out of the room. An enterprising pet store and school district could partner, so the pet shop has living organism kits that teachers could check out for one or two week periods. This would help ensue that the animals are properly cared for and that the children experience a richer segment of the Earth’s biodiversity.
When I was a doctoral student at Ohio State University, my advisor Stan Helgeson would tell us that the simplest questions were the most difficult to answer. “What is science?” ranks right up there for simplicity and difficulty. This week I had the good fortune to be invited to the “Teachers as Investigators” conference at Northern Arizona University. Todd Wojtowicz, a doctoral student in biology, really got us thinking with his presentation, “What is science?”
Todd agreed to my request to post the PowerPoint in this blog. I think that “What is science?” has many potential answers depending upon your education and experience. It is, however, important for science educators to converse with our science colleagues to understand current views. So without any other introduction, I present Todd’s Presentation: What is science_ Wojtowicz.
I had the opportunity to vacation and to visit the Chautauqua Institution, a most interesting place if you are interested in teacher education, the fine arts, religion, day camps, the history of education, and lake fun. Mayville, NY was having their book sale, and I was delighted to purchase a Union Fourth Reader by Charles W. Sanders (1877) for $1.00. A couple of months (May, 2010) ago I had my journal article published (The Rise and Fall of Science Education: A Content Analysis of Science in Elementary Reading Textbooks of the 19th Century) that looked at the science in 19th Century readers and analyzed how it changed and suggested possible reasons for the change.
Readers, such as the famous McGuffey Readers, were THE education book in the 19th Century and they were the curriculum, and the science in these books were most likely to be students first exposure to formal science education. To summarize quickly, science rose to a high level in the middle of the 19th century and then declined. Some evidence suggests that there was a backlash to the amount of science covered, and that the goal of making reading literary was pursued. Also, science as a separate subject in the form of object teaching and nature study became more established.
Of course, many people incorrectly delimit the term technology to devices that have integrated circuits in them. But technology includes many items present in the classroom from white boards to textbooks. With the vagueness of many state standards, it is natural for science teachers to use textbooks as guides for the level of content to help students master. So textbooks continue to influence the curriculum, as defined as “what a teacher does with students when the door of the classroom closes.” But as all experienced teachers know; trying to cover an entire textbook is folly. Authors and textbook companies pack lots of content in them so nobody will say, “I’m not going to buy textbook z because it doesn’t have [obscure] content p and q.”
I have co-authored several textbooks, including Biology the Dynamics of Life, Ecology, Glencoe Life Science, and some others listed in the references. It is sad to see the textbooks misused in classrooms. They shouldn’t be used in class but they should be used as a compliment to instruction at home. I think the worst thing for science education is the teacher who tells students, while they are in class, to read chapter x and answer all the odd questions at the end of the chapter. From discussion, interactive didactic lesson, demonstrations, to hands-on experiences, classroom learning can be so much richer. The textbook at home serves as a strong compliment—another opportunity to build conceptual understanding.
Yet many schools struggling to make ends meet, don’t have one copy of the textbook for each student—they only have one copy for each desk in their room. Thus teachers are forced to have students read the textbook in class if they want students to read the textbook. Relief is on the horizon, as most textbooks are now online and students can read them at home if they have an internet connection. Even if there are student copies of the textbooks, chiropractors will be relieved that students don’t have to lug these hefty books home anymore. But alas this might hinder the development of the next UFC Brock Lesnar.
The problem coming down the pipeline is that poorer schools in high-poverty areas may not have the textbooks for each student and the students may not have internet access. It is and will be a double whammy. Perhaps the “Kindle versus other e-reader” battles will lead to disruptive technology that is low cost and that all students can have at home for their textbook reading. Amazingly enough, Sanders’ Fourth Reader is available for free on the Kindle but as expected it is also available at Google Books.
References
Biggs, A Feather, R. M., Jr., Rillero, P., & Zike, D. (2008). Glencoe Science Level Blue:Student Edition New York: Glencoe/McGraw-Hill (ISBN: 978-0-07-877811-7, 815 pages).
Biggs, A., Daniel, L., Ortleb, E., Rillero, P., & Zike, D., (2008). Glencoe Life Science:Student Edition. New York: Glencoe/McGraw-Hill (ISBN: 0-07-877800-X, 960 pages).
Latourrelle, S., Laub, A., Rillero, P. & Schick, R. (2007). The Living Environment (New York Regents Review Series). New York: Glencoe/ McGraw-Hill (ISBN: 0-07-879731-4, 269 pages).
Biggs, A., Daniel, L., Ortleb, E., Rillero, P., and Zike, D., (2005). Glencoe Life Science:Student Edition. New York: Glencoe/McGraw-Hill (ISBN: 0-07-861702-2, 960 pages).
Rillero, P. (2010). Early Science Education: A Content Analysis of Science in Elementary Reading Textbooks of the Nineteenth Century. School Science and Mathematics, 110(5), 227-237
Rillero, P. & Zike, D. (2005) Ecology:Student Edition. New York: Glencoe/ McGraw-Hill (ISBN: 0-07-8617-464, 209 pages).
Biggs, A., K., Hagins, Kapicka, C., Lundgren, L., Rillero, P., Tallman, K., & Zike D (2004). Biology the Dynamics of Life: Student’s Edition. New York: Glencoe/McGraw-Hill. (ISBN: 0-07-829900-4, 1190 pages)
When it comes to gift giving, I suspect that science teachers tend to give gifts with richer science experiences than most other people. This is sometimes but not always appreciated, so moderation is required. This Christmas, my wife was the recipient of the “Mathmos Thaw” ice candle from think-geek.com. My iphone picture to the right shows the beauty of a candle shining through about ½ inches of frozen water.
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