Elk Point Science Fair

The Elk Point Science Fair was an amazing experience. I never judged a science fair before but it was loads of fun. The students there really put a great deal of effort. Bridget and I had to judge 6th grade physical science. Lucky for us, we four out of the six were on buoyancy, one of them was a catapult to throw marshmallows, and one about cooking food without using conventional methods. One girl that did her project on buoyancy, almost replicated the lab we did in class. The student that did his project on cooking food without a fire was pretty interesting. The method that he described was the same as the one for military rations. Overall, the six we judged were fair. There were a couple of good projects and the others were obviously just in the science fair for the benefits. After the judging we wandered around a looked at all of the other projects. Looking around we found one about hamsters and energy drinks. This was my favorite one! This student tested energy drinks on her hamster and measure the distance the hamster ran with a pedometer on the hamster wheel. She concluded that drinking full throttle the hamster could run 15 miles! There were lots of clever and interesting projects but the hamster on full throttle sticks out in my mind the most.

Travel Brochure of the Body Systems

Travel brochure of the human body systems sounds like a fun trip! I would have to say this is really great activity. It gives the students a sense of adventure and promotes creativity. I, personally, would like to have done this in my anatomy class in high school. The lesson plan lets student chose the way they want to present it but also giving them required information to include. Providing the required information to include will help students realize what is important and what to pay attention to. The self and peer assessment is a good idea letting students reflect on their amount of effort. It gives a feel of how well students work amongst one another. Overall, this lesson is very creativity and lets student choose what to do to represent organ systems.

Standards for this lesson correlate to human physiology or life sciences. The first standard that this lesson satisfies is: 9-12.L.1.1. Students are able to relate cellular functions and
processes to specialized structures within cells. Students will be require to include functions of various specialized cells in each system. The second South Dakota Standard is: 9-12.L.1.3. Students are able to identify structures and function relationships within major taxa. 9-12.L.1.3 is satisfied by having student finding information of the the structures and functions of different organs in each system. These are the only two life science standards that I found to complete with this lesson.

Teaching Science to Diverse Learners

Effectively teaching science to students is one thing to tackle, but diversifying instruction for others to learn is the step beyond. Teaching for learners that don't excel in traditional methods can be a tough issue to handle. The article talks about this method known as STS (science, technology, and society investigations) to help students succeed in school and ultimately in their own lives. STS helps learners become active in their own learning. There are multiple points that STS makes in helping diverse learners: good decision making, applications of science, cooperative work, career goals, and more. The method was used in California and Texas with a promient hispanic population. Results of the STS method were surpising. Teachers the implemented the method found student achievement increase and also student interest. Students are not the only ones to benefit from the instruction, but teachers have now gained a new way of reaching out to students.

The STS method is an interesting way for teachers to help diverse students. Looking into new methods of instruction is part of personal development which I will need to get myself acquitaned with it. The results for this method only have postive remarks so it might be worth looking into. The population as a whole is diversifying, and getting a new perspective of teaching will be a great benefit for me in the future. As I intern in Sioux Falls, I notice that even in South Dakota the population is changing. With the up and coming change, students will require more needs and altertive methods of instruction to maximize their learning experiences. By reviewing this article, I am reminded of the importance of personal development to better shape my thoughts of my imenent instruction in the future.

In Class Experiment with Red Cabbage Indicator

Today's in class lab was very fun. I knew you could use red cabbage as an acid-base indicator but never have actual used it. First, my group shredded some cabbage, added water, and microwaved it. When we had a vibrant purple colored indicator that we used to test various chemical products for pH. This was done by splitting up some indicator in beakers and by soaking paper in the indicator and drying them to produce pH paper. The procedure for making indicator is fairly simple and great for lessons.

After this experiment, I feel the need to incorporate this activity into my instruction. I would be taught to 9th and 10th graders. Again with the simplicity of the procedures and experiment would make it ideal for observing different pH of different chemicals. This experiment is fairly safe in that the only concern is getting purple on your shirt and the types of chemicals that I wish for my students to test. I had fun doing this lab for being as simple as it is. I want my students to experience what I experienced which accomplishing this lab. Fun, cheap, and educational this lab has it all, why not do it?

Virtual Chemistry Lab Acid-Base Titration

Acid base titration is great fun! I remember the first time I got to do a titration. It was back in high school AP chemistry; I can remember it like yesterday. This virtual titration is a great educational tool for students. One application that comes mind is having students go through the virtual titration and understanding it before a real titration. The point is to get them acquitted with all of the aspects of a real titration. Seeing what would happen with different amounts of acid and base, students get a sense of the outcome to expect. Also if teachers didn't have access to equipment, student would have this resource for visual learning. As great as it may seem to have this learning tool, I would prefer to carry out an actual titration. Learning how to control the stop is a great skill to possess. To conclude, the virtual titration is great for demonstrating to students but there are limitations that only a real titration can present.

MIinds of Our Own

This video really stirred my thoughts why students don't grasp concepts taught to them immediately. Students coming in with their own view of how things work. In science, students that have incorrect notions of a specific concept will have a more difficult time understanding. I have never thought about this. Its a real eye opener due to the fact that in my educational career, I can't recall an example. Again, I enjoy watching these videos for the phenomenal examples. It was a real shocker to see that students that just graduated from MIT had difficulties lighting up a light bulb. Another experiment that got me was the image in the mirror. I have always thought that when you back away from a mirror you will be able to see your whole body. Again stirring my thoughts on instruction, I really need to know what existing knowledge students have and brainstorm on labs to disprove them. Students in the video didn't immediate believe what they were experiencing, but I feel that through experiment students will question their beliefs. The goal is to correct incorrect concepts within students minds. This video put another factor on to consider in teaching students.

Inquiry Based Learning

Inquiry based learning is learning in the form of asking questions and answering your own questions. I have touched on this topic before so I will briefly discuss this topic again. Again I liked the videos presented. It really helps to see a visual example of inquiry based learning in different perspectives. The class that had an unit on wetlands had a great first hand experience. One interesting detail that the teacher used was that having the students visit the wetlands multiple times. The purpose of doing so was to help students to narrow their initial questions. With a more refined question, students focused on the topic of they're interested. Another video that showed great inquiry based learning was the paper and weights lab. Students had to hold up an one pound weight using the lightest possible piece of paper. The experiment was done mainly through trial and error. The students mainly worked amongst themselves within the group. This shows that working in cooperative groups is a great educational tool. The interactions between one another fuel the experiment towards the goal: lightest piece of paper to hold up an one pound weight. Again, the example illustrated a great authentic experience.

Educating Teachers of Math, Science, and Technology

Teachers of math, science, and technology are ones that need to stay on top of current research and topics. Math, science, and technology are the subjects that constantly change the world. Being an up and coming science teacher, I will need to be keeping up with new research in chemistry and also in teaching methods. This will really help me communicate with my students and show them connections with the real world. Authentic connections are the most important and effective ideas that students can have. Keeping with the current media will illustrate that chemistry is not something you just learn in school. This semester I have been using several new technologies. Blogs and wikis are two things I'm using in my classes. Refer back to my blogs and wikis blog for applications. Overall, I am glad that I am using new technologies. I can see the applications with my classes and gives me ideas for future uses in the classroom.

When it comes to educating math, science, and technology teachers, I have to say their methodology of presenting information is in a predictable sequence: new material, guided practice, independent practice, and assignment. Though it may be boring and tedious to some, I enjoy this classical method. In the changing world in the field of teaching, this method is not effective. In order for these teachers to become more effective, new methods need to be introduced. Cooperative groups are one option. Groups give students a change to teach each other and interact with others to facilitate connections. I like cooperative groups. It really gets me involved and a chance to work with others towards a common goal. Another technique utilizing a long term project. I have never experienced any sort of long term projects in my educational career. One idea is having students pretend to live on their own and budget and manage money. Then everyday have something unexpected happen where student would have to alter their balances. This idea may not work for upper level students but would definitely work with 7th or 8th graders. Any activity away from the classical sequence described above would help students.

Using Inquiry and Cooperative Groups

Inquiry is what every science teacher drives their students to do. Asking questions to objects or events that you don't know the answer to and test it experimentally. This is the premise of sciences. When students ask questions or question something, they're actively thinking about it. If active thinking is present, there will be a good chance that content is getting learned. The ultimate goal is that students discover the answers to their own questions. By doing so, They get the best understanding and confidence in their ability. Developing critical thinking skills is another outcome.

I like working in groups. Cooperative groups are great for bouncing ideas off of each other or combine many ideas to form one big idea. Groups are great for working with others. Working on projects and assignments together helps one another understand the material. Sometimes its best for students to teach their peers. Placing students with different ability levels in groups can be very beneficial. There is a misconception that if one student is more able than the other then one of them will just sit there. One way around this is giving both students separate tasks to complete, but give them the freedom of collaborating with each other. Group is work is also authentic. Most jobs are cooperative work groups. Working on that skill in high school will go a long way.

Wikis and Blogs

Wikis and blogging are very new to me. I generally don't use computers if I'm not doing something for school. Nonetheless I see the potential for a very educational tool. I have yet to use a wiki, but if it is anything like the name implies, it would realizable Wikipedia. Sure enough it does. The idea where you can post your work on wiki spaces is a pretty good idea. Saving trees, getting quicker feedback, and making quick changes are some of the advantages. In a class situation, this is a great tool for group work. Instead of finding a time where everyone can meet, all group members have instant assess and can revise it at anytime. Of course students have to do it in a timely manner. I will be using a wiki space to document my internship. So I will be a master at the end of the semester.

Blogging is what I am doing now. Posting comments and thoughts are basically the mode of communication here. Unlike a wiki, blogs can't be edited by others. In my opinion, a blog is a tool that records your thoughts at a given time. Giving a piece of your mind if you will. There are two applications that come to mind. The first is what I'm doing right now. Blogging about different discussions is a great way for students to express comments to a question. Say that you give an open ended question for your students to think about. Instead of coming to class the next day, why not blog about it? One important aspect of this example is that all students are giving input. My past experiences with questions to be thought about resulted in only a couple of students sharing the next day. Again, a great way for students to show input and thought. The second application is for English class. I thought it would be interesting for students to write stories every few days and see how they have improved over the course of the class. Sort of making the blog a electronic portfolio. It would beneficial for students to see their development: writing style, grammar, word choice, conventions, and so forth. I have given two applications for blogging and are not limited to just these two.

Integrated Time Line of Science

Looking at the time line of important scientific events was very interesting. The first thing that people accomplished was domesticating animals. I see that this would be very import in making life easier and better. The domestication of sheep allowed for wool to make clothes and wheat for a food source. Looking later on the time line, I am amazed at what some of the people have accomplished. One important event is in the 16th century where Janssen invented the first telescope. This was a big discovery in science and allow for space exploration. What was discovered then is common instruments and basic knowledge nowadays.

I never thought about the time line of science before this class. I feel that I need to incorporate it lessons. By doing so, I can add a little history with my instruction, it really shows an appreciation for previous discoveries. Math is a big component that is closely related to science. Viewing the time line really gave me a sense of how important science is and how it changed the world. I feel without science all other disciplines would not have developed into what it is today. It is a driving force for a better tomorrow.

Nature of Science

Reading the article on the nature of science really got me thinking about my own teaching style. My initial style was basic the traditional style and try to feed all of the required knowledge to students. I planned on accomplishing this by focusing on student-centered instruction. I can still approach teaching in a student-centered fashion, but this article has a few points that revised my thinking.

First, discussing the limitations of experiments is a good idea. I never thought about this issue in the past, but I can see the benefits of doing so. There are so many variables in the natural world and experiments just can't account for all of them. Knowing the limitations, one can predict or pinpoint the expected results and what not to expect. Therefore the interpretation of the results can be accurate. The second point that the article discusses is having students attempt to recreate experiences that initial scientist experience. If students can recount the similar thought pattern, then potential end up with the same conclusions. Even in the first conclusions are wrong at first, it still gives students a sense of accomplishment. The ultimate goal is to reshape their thought process to figure out the correct outcome of the experiment. The last point is facilitating connections between students and the real world. I always knew that this was important, but more important than learning content? After a bit of thought, I really do think that making connections is one of the top goals. If the connections are presents students can relate and develop an interest in the subject. With relations and interest present anything about the subject could be learned.

The nature of science is putting understanding to the mysteries of the world. I love it! Learning how things work is so fascinating. The three points described will help me introduce connections and interest to future students. After reading this article, I brain started stirring with new ideas and revised current ideas. I guess this is what personal development feels like.

Video Workshop: How Students Learn

The video workshop on how students learn was greatly insightful. The different clips students demonstrating their knowledge on a given topic really got me thinking. How students learn is a great way to adjust your teaching style to accommodated the students. Accommodating students will give them the full potential and less bias results from assessments.

Evoulution in the Classroom

Evolution in the classroom is a very sensitive topic for many people. The debate of whether it should be taught in school versus creationism is a one that could go on for awhile to come. I see clear standing points on both sides, and I hate to pick one side over the other. Since I'm not really a religious person my views maybe skewed towards evolution. Nonetheless, I respect the view points favoring creationism.

In my educational career, I can recall talking about evolution in my 10th grade biology class for the first time. When the unit was introduced, my teacher made it very clear that it was only a theory and told everyone that if they had questions about him teaching it to go to him. Luckily, chemistry doesn't deal with evolution directly. Evolution is important in the field of biology and needs to be taught.

Without the theory of evolution biology could not thieve. It is a basis of biology and explains a lot biological process in the world. Since it is important in biology and allowed to be taught in school, a student's religious view point should be the number one thing to be taken into consideration. At the beginning of the unit, start by stating that evolution is only a theory and what is being taught will not conflict with any one's religious beliefs. Avoiding any chances for students to retaliate should be kept at a minimum and a good choice of words are also needed. I think it wouldn't be a bad idea to reassure all of the students that the evolution being discussed in class is not the changing of whole species (marcoevolution) but very small changes. For example, the penicillin resistant bacteria and how it came to be. I think that avoiding any inference of marcoevolution will keep any biology teacher safe for the most part. Discussing this in class kind of made me relieved that I don't teach biology. This is one of those topics that could stir up unwanted attention from parents.

History of Science

Science is constantly changing: new medical advances, faster computers, smaller cellphones, and discovering smaller and smaller atomic structures. Science would have not been where it is today without all of the previous discoveries in the past. The history of science really has evolved since I don't know how many years ago. Looking back on the history of science in class today really got me thinking about how and where my content area (Chemistry) came from. I never gave it much thought. The activity in class was interesting. Three groups taking different parts of the time line of important scientific discoveries and choosing the most important ones with the most interdisciplinary connection between sciences. Then each group presented their choices, and their explanations for it. Ultimately, knowing the past will help us more forward.