Running water Erosion lab

This week I implemented a lab on running water erosion. I used a stream table, sand and a hose connected to a faucet. Students were put into groups of four for their lab groups. Each group took a turn at the stream table completing four trials. For the first three trials the angle of incline was increased. The students carved a river path and then ran water down the river while watching for erosion and deposition. On the fourth trial, the groups used rocks to try to prevent erosion.

I felt this lab was very sucessful. The students were actively engaged and by the end of the lab, they were able to correctly use the terms: erosion, deposition, oxbow lake and delta.

week 3 natural disasters

To help my students be aware of how natural disasters have affected people in the past, I share real life stories with my students as we study the natural disaster. I show video clips and show data of the number of lives lost and amount of people displaced due to the disaster. I also allow my students share their stories of how disasters have affected their lives.

This year I have added some activities to help the students be aware of current events. The first activity is current event time. Prior to class each day, I create a powerpoint with links of current science news videos and stories. One website that I use is sciencedaily.com (Daily, n.d.)Then during the last seven or eight minutes of class, I share with my students current science events that are in the news and the class discusses them. When the Chilean miners were stuck in the mine, the students would come in talking about what the latest developments were in their story and the day they were rescued, we watched on the smartboard as they came up and greeted their families. We also monitor the hurricanes during hurricane season and any other natural disasters that occur. To help the students become more compassionate, we discuss what losses the people in the areas have had to deal with due to the disaster like the lives of family and friends, housing and memorabilia and their sense of security.

The second story is an assignment of an article summary on a current science event. The students select a current science news story and write two paragraphs, one summarizing their story and the second about how their story impacts people's lives. As they turn in their summaries, the students share them with the class. The rest of the class asks questions and makes comments.

Through our character education program, the students select a relief effort to contribute to and participate in fundraising events to collect money, canned goods or clothes to send to countries in need. Sometimes the collections go towards our community and sometimes they are more focused on global needs.

Daily. (n.d.) Science Daily:Natural Disaster News. Science Daily: News & Articles in Science, Health, Environment & Technology. Retrieved from http://www.sciencedaily.com/news

Ask a scientist

I posted the following question to the Ask a Scientist website in week 2, "How did scientists discover what each organelle's function is?" Unfortunately, no answer was found on the website and I did not receive an email response, either. In our discussion last week, Moses Mitchell did give me an answer, which was, "scientists are able to see what each protein does and another interesting part is seeing what proteins are shared (have in common) with other organisms" (Mitchell, 2010, September 19). I plan to research this further to see if there are more specifics on identifying the organelles.
I have mixed feelings about using a site like this in my classroom. I think if the students receive no response to their question, then it would be frustrating for them, but if they receive a response, then it helps them to see that scientists are real people that they can relate to. I think a more beneficial idea would be to have scientists be guest speakers in the classroom.

Mitchell, M. (2010, September 19). Ask a Scientist. Message posted to EDUC 6662 discussion board, Week 2.

Presentation tools

For this week's blog assignment, I chose to look at VCASMO and 280 Slides, because I knew that I would want to add both pictures and videos to my presentation.

VCASMO has a dual screen, so in one screen you can show a video while the other screen shows a slide show. VCASMO has many examples of other presentations that have been created for you to look at. It seemed fairly simple to synchronize the video to the slides. I would not reccomend using this presentation tool for the course project, unless your endangered species is local to your area and you are able to obtain extensive video footage of the animalin it's natural enviroment.

280 slides is an online presentation tool similar to powerpoint. You can easily add photos and videos to your presentation. I would reccomend 280 slides for the course project because it is easy to use even for less than technical savvy people like me. 280 Slides has a presentation tour that you can take and experiment with. It can also be saved as a powerpoint, if you need to use it where there is no internet access.

280 Slides - Create & Share Presentations Online. (n.d.). 280 Slides - Create & Share Presentations Online. Retrieved September 11, 2010, from http://280slides.com

VCASMO- Home. (n.d.). VCASMO - Home. Retrieved September 11, 2010, from http://vcasmo.com

Thermodynamics

The concept that I selected is thermodynamics. I researched this concept and chose the web sites that would be the most useful and interesting for my eighth grade students.
One way to engage my students would be through the use of a short video clip shown on my smartboard. I found such a clip at http://www.discoveryeducation.comwhich my district subscribes to. The clip is called The Three Laws of Thermodynamics and is two minutes and eleven seconds long (Discovery Education, 2006).
Once I have my students engaged, then I would take my students to the computer lab where I will direct them to a track that I will make at http://trackstar.4teachers.org/trackstar which will go along with a worksheet.
The first web site for my track would be on the history of Thermodynamics. The web site that I have selected for this is http://mooni.fccj.org/~ethall/thermo/thermo.htm. This site describes the contributions of several scientists into the developing of the laws of thermodynamics (Thall, n.d.).
Secondly, I would have the students go to the website physics4kids and read about thermodynamics. The website http://www.physics4kids.com/files/thermo_intro.html
has several pages of information on thermodynamics and an interactive quiz at the end for students to test how much they have learned.
Next, I would have students go to the physics interactive applet http://jersey.uoregon.edu/vlab/Thermodynamics/index.html where they are able to manipulate temperature to solve a series of problems on thermodynamic equilibrium. One physical science activity that I could do to go along with this activity is taking colored hot water and mixing it with cold water to see the diffusion of the temperature.
Last, I would have some additional websites available for students of different abilities: for low reading levels I prefer http://www.kids.esdb.bg/basic_principles.html, for my average learners I would use the site http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/transfer.html. For my gifted students I would use the site http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html Through this activity the students will be engaged through a video, gain knowledge of the history and definitions, and use their learning to experiment with thermodynamics.
One challenge that I would have for this activity would be getting the computer lab time. Math and reading use the computer lab regularly for testing objectives and it is difficult to find blocks of time open for other subject areas.


References
Bothun, Greg. “Thermodynamic Equilibrium.” Physics Applets. Retrieved June 12, 2010, from http://jersey.uoregon.edu/vlab/Thermodynamics/index.html
Discovery Education. (2006). The Three Laws of Thermodynamics [Video Segment]. Available from http://www.discoveryeducation.com/
Esd Bulgaria. “Energy Principles.” Kids and Energy. Retrieved June 12, 2010 from http://www.kids.esdb.bg/basic_principles.html
Hermans-Killam, Linda & Daou, Doris. “How does heat travel?” Cool Cosmos. Retrieved June 12, 2010 from http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/transfer.html
Nave, Carl Rod. “Heat and Thermodynamics.” Hyperphysics. Retrieved June 12, 2010 from http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
Rader, Andrew. “Thermodynamics.” Physics4kids. Retrieved June 12, 2010, from http://www.physics4kids.com/files/thermo_intro.html
Thall, E. (n.d.). Thermodynamics: Who Wrote the Laws?. Thall's website. Retrieved June 12, 2010, from http://mooni.fccj.org/~ethall/thermo/thermo.htm
TrackStar : Home. (n.d.). TrackStar : Home. Retrieved June 12, 2010, from http://trackstar.4teachers.org/trackstar/

heat transfer

Heat transfer experiment
This week in my physical science graduate class, heat and temperature were studied. Thus this week’s blog will discuss the experiment that I performed, what other materials that I could test for heat insulation and how I could change this activity to make it more interesting for my students.
I began this experiment by gathering my supplies. I used four identical mugs, a thermometer, four rubber bands, a measuring cup, and four materials to test. The four materials that I chose to test were aluminum foil, plastic wrap, a paper towel and cotton gauze. I expected the cotton gauze to allow the most heat to escape since it has holes in it and the aluminum to hold the heat the best.
Once my supplies were gathered, I took the temperature of my hot tap water. I then measured one half cup of water into each mug. Next I covered each of the four mugs with a material and set my timer for thirty minutes. When the timer went off, I took the temperature of the water and found that the aluminum foil and plastic wrap insulated the temperature the best.
If I was to perform this experiment again, I would like to test out rubber, foam and wool. I would expect the wool and the foam to insulate the best because they are porous and the book states that good insulators have small air spaces which limits the conduction through motion(Tillery, Enger & Ross, 2008)..
If I did this experiment for my students, I would make it relevant to them by making it about food. I would have the students test types of materials to determine which material would keep their hot chocolate the hottest or their soda the coldest.

References
Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). 39. New York:
McGraw-Hill.

Momentum

This week I performed a guided inquiry activity for the question "Which pendulum will come to rest more quickly—a lighter pendulum or heavier pendulum?" My materials were three different sized washers, one nylon string measuring one meter long, a dowel rod, a stopwatch and a meter stick. After considering how mass affects momentum and researching about pendulums, I hypothesized that the washer with the smaller mass would come to rest more quickly than the washer with the largest mass.

Next I wrote the following procedure. Tie one end of the nylon string to a washer and the other end to a dowel rod. Measure the length of string between the rod and washer. Hold the dowel rod horizontally and pull the washer to a 45 degree angle. Let go of the washer and time the amount of time until the washer comes to rest. Complete three trials with each washer. Test all three washers using the same length of string and angle of release.

After conducting the inquiry activity, I found that each washer came to rest at an average of 28 seconds, so I concluded that mass does not affect the period of vibration (Communications, n.d.). Although these are not the results that I expected, the proof was in the inquiry.

If I was to perform this inquiry again I would change one of the controls like the length of string and redo the experiment to see if the results are the same even if the string was longer or shorter. I would also do more than three trials to get a more exact average.

In my classroom, I could set up this exact experiment allowing the students to select the bob(weight) for their pendulum and have the students graph their results(Communications, n.d.). The graphs could then be compiled to look for a best fit line. To make this activity more interesting and relevant, I could take the students down to the elementary school playground and use the swings as the pendulum and different students as the bobs.

I would like the students to learn that mass does not affect the period of vibration for a pendulum which coincides with what Galileo concluded about mass not affecting how long it takes an object to free fall to the ground when dropped (Tillery, Enger, & Ross, 2008).

Communications. (n.d.). Howstuffworks "Pendulum". Howstuffworks "Science". Retrieved May 16, 2010, from http://science.howstuffworks.com/pendulum-info.htm/printable

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York: McGraw-Hill.

new physical science grad class

I have started a new grad class at Walden called Exploring the Physical World. I will be updating soon with blogs about this new class.

moon phase reflections

When I began planning this lesson, I first looked at the state standards to choose a standard that may be confusing to students. I selected the Missouri state standard UN2Bf which states “Students will be able to describe how the appearance of the moon that can be seen from earth changes approximately every 28 days in an observable pattern” (Show-me Standards Science, 2008). I thought this would be a good standard for an inquiry lesson because it allows students the opportunity to actively see the phases of the moon.
I then considered ways to teach the phases of the moon. I selected instructional strategies that would embrace several different learning styles. My instructional strategies included journaling, cooperative groups, simulation, classroom discussion and nonlinguistic representation.
The engagement part of this lesson began by having the students journal the moon’s appearance for a week. The class then discussed what they saw and answered two questions.
1) Why does the moon appear to change from night to night?
2) What did the moon look like last night?
The class then discussed the answers to these questions, giving the teacher an opportunity to make sure the students were thinking correctly about the moon before the exploration portion of the lesson.

The exploration part of this lesson involved having students work in cooperative groups to reenact the phases of the moon. The students were put into groups of three and each person was the sun, the moon or the earth. Each “earth” stood in the center of the circle while the “sun” stood outside the circle. The “moon” held a ball that is half black and half yellow, moving around the circle while keeping the yellow side of the ball toward the sun and stopping at different points so the earth could see how the moon looked. The earth participants then drew what they saw on their worksheet. The students then rotated positions until all had experienced each position.
This activity was a good opportunity for the students to see the moon phases. I believe it helped the students understand what is being seen from earth at each phase. It also helped the students understand what order the moon phases are in. The students were able to discuss the moon phases correctly after having completed this activity.
The explanation part of this lesson had two parts. First, the students discussed with the teacher what they had done in the activity and the teacher gave the students the terms for the moon phases. Secondly, the students completed a worksheet, filling in the phase names and writing an explanation for what is seen in each phase. This gave the teacher the chance to hear the students’ thinking and gave the auditory learners the opportunity to hear the terms.
The evaluation part of the lesson was completed in pairs. Each pair of students were given eight sandwich cookies, which they opened and then scraped the icing to match each of the moon phases. The teacher went to each group asking inquiry questions to ensure that understanding had taken place. The students then answered lab questions and colored their diagrams to match the moon phases which they then turned in.
Overall the students met my expectations for this lesson. By the time the cookie part of the lesson occurred, the students were able to tell me the difference between waxing and waning, as well as gibbous and crescent. The students followed my directions and completed their lab sheets accurately.

References

Hammerman, E. L. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Thousand Oaks, CA: Sage Publications.

Healthy Temple. (2008). The Lunar Diet. Retrieved on April 1, 2010 from
http://www.healthy-temple.com/wp-content/uploads/moon-phases-3x3-lbl.jpg

Malloy, Kelley. (2009). Phases of the Moon. Retrieved on April 1, 2010 from
http://www.docstoc.com/docs/16285635/Phases-of-the-moon

Show-me Standards Science. (2008). Missouri Department of Elementary and Secondary
Education. Retrieved on November 2, 2009 from
http://dese.mo.gov/standards/science.html

Wang, Jun. (2010). Moon Phases Oreo Lab. Retrieved on April 1, 2010 from http://www.docstoc.com/docs/25217094/Moon-Phases--Oreo-Lab

global warming activity

This week my graduate class did an iceberg melting experiment which gave evidence to the concerns of global warming. Below is the conclusion that I made about the polar caps melting and other questions that I have about global warming.

Since the polar ice caps reflect sunlight, their melting will effect the amount of sunlight that is reflected. If there is less sunlight reflected then that means more is absorbed which will increase the amount of energy that is allowed into the atmosphere. The more energy in the atmosphere, the warmer the atmosphere will be. The increased warmth will melt more ice which will continue as an endless cycle until all of the ice is melted.

How can I make global warming a real concern to teenagers living in Missouri? My students either seem to feel that it won't affect them because of where they live or they think it is a problem not for them but for the future generations.

Are other countries taking global warming more seriously than the United States? What efforts are they making and can we tell if their efforts have paid off?

Week 2 Application

When I created my lesson, I started by looking at the benchmarks for Project 2061. Once I found one that applied to my classroom, I thought about a concept that is difficult for my students to understand. I then considered ways that I could modify the lessons for my classroom's diversity.

Using the 5 E's strategy was helpful but the order did not make sense to me. I usually list the materials needed before the lesson. I also found some of the questions repetitive.

When I usually plan a lesson, I look at the state grade level expectations(GLE) and the depth of knowledge expected for that GLE. I then look at the material provided in my text and consider how much time I have to teach the concept. I then will add to the book's material with videos or hands on activities.

The logistics that I have to consider when planning to complete this lesson is what the weather is like and if the gym is available during that class time. I also have to consider the budget for the cookies.

Welcome

Welcome to my new blog site. I am looking forward to blogging with you.