Effecting Change at School and District Levels

My experiences at Walden has offered me opportunities to become more effective as a teacher.  What I have learned during this time in the program has not only helped me in the classroom, but outside the classroom as well.

I conducted action research on the importance of STEM education.  In my research, I found there are many teachers who have no idea what STEM education consists of.  This was startling to me since the future of our country is in STEM careers.  With this information, I went to my principal to present my findings.  I was then able to present the information to the staff.  In the training, I, along with another colleague, was able to inform the staff of STEM education, the importance of STEM, and suggestions of how to implement STEM in the classroom.  Our School Improvement Plan is due to be revised in 2013.  We are considering adding the implementation of STEM education as a goal.  

There were some personal challenges for me going outside my comfort zone.  I do not mind speaking in front of my classroom, but am very nervous about speaking in front of adults.  I would prefer to be in the background support others as they present, but this was a burning desire inside me.  I know that we must take drastic measures in order to promote change. With that in mind, I practiced in the mirror and with my husband to overcome this fear.  

The other challenge I have had to face is the negative attitudes of some staff members.  People are creatures of habit and do not enjoy change.  My colleagues are no different.  Many staff members did not see the importance of STEM education and did not want to change what they were doing in the classroom.  They were also concerned with the additional changes of implementing the new Common Core curriculum.  I fully understand the stresses and pressure, but if we do not make changes now, our students and our country will suffer in the future.  

What's Our Sputnik?

In the article “What’s Our Sputnik?” Thomas Friedman discussed the determination of the United States to be globally competitive after Russia launched the Sputnik satellite.  According to Friedman, the US has lost that determination and needs another Sputnik-like event to spark that determination and commitment to science education reform again.  Unfortunately, I think Friedman is right!

The education system has created a level of anxiety and competitiveness among teachers.  State standardized scores are being used to determine a teacher’s worth.  Teachers are feeling the pressure to do better than the next teacher, when in reality, we should be working together to do what is best for all students.  It feels like the pressure for  education reform is solely the teacher’s responsibility.  Unfortunately, teachers can only work with what is given to us. 

There are schools in other countries that are out performing the US, so why are we not learning how to be successful from them?  Countries, like Finland, South Korea, and Singapore, are ranking at or near the top in reading, math, and science.  Finland’s model focuses on all students having equal access to equal education.  This is in direct contrast to the US where parents have so much authority when it comes to their child’s education.  If they have the money, they can buy the best education.  What about families who are not able to “buy” a good education?  These children are still left behind! 

Our country will never admit we are still failing our children unless there is another Sputnik-like event to get our attention.  I think we have become complacent and believe that the NCLB plan is working.  It may be working, but not for ALL students, which means it is terribly flawed and needs to be changed.  I am not sure what our Sputnik is, but I hope it happens soon because our students are not gaining much ground in becoming globally competitive.  

Reflection of Erosion Lesson

            I implemented a lesson on three different types of erosion.  The lesson was intended for fourth grade students, but since school is not in session, I gathered school-aged children from my neighborhood.  This presented some challenges, but the use of models was extremely helpful in the understanding of erosion.  If I were to teach this lesson again, I would use more scaffolding to reach the younger students. 

            I taught this lesson to two school-aged children, aged 7 and 9 years old.  At the beginning of the lesson, I noticed the students had never heard of erosion.  There did not know what is was, or how it changed the earth’s surface.  I began the lesson by talking about how the earth may change.  Students were eager to answer how the earth changes by earthquakes, or volcanoes, but mentioned that they had never seen it before.  Taking advantage of this opportunity, I used Google to pull up pictures of volcanoes, earthquakes, and the devastation afterwards.  They immediately noticed how this may change the way the earth’s surface looked.  

            After discussion how the earth quickly the earth my change due to volcanoes and earthquakes, I introduced erosion.  These two students had never heard of erosion, so I defined it while they recorded the definition.  They were not aware of any examples of erosion, so I took them outside to show them one.  It rained the previous night.  Outside were two drainage pipes on either side of the porch.  Under the pipes were big ditches where the soil had been carried away by the rain.  I asked them what came out of the pipes and when did it occur.  I then asked them to examine the ditch and think about what may have happened to cause this.  They answered by saying the rain took the dirt away, so I connected this example with the definition of erosion. 

            The use of the three models of each type of erosion was essential to the lesson.  Since they had not been exposed to erosion, they needed a concrete representation of the concept.  At the first station, wind erosion, they immediately made the connection between the model and the real world.  It was easy for them to refer to examples of erosion at the beach when the wind blows.  The second station, water erosion, was interesting because the coins were hidden in the mountain of soil.  When they were exposed, the younger student asked where they had come from.  I allowed the students to discuss the possibilities and then the younger student realized they had been there all along, but they were just buried in the soil.  They quickly made the connection between water erosion and the example I showed them at the beginning of the lesson.  They also knew that water erosion happened at the beach when the ocean carried sand.  These students showed evidence of understanding by connecting to erosion in the real world.  

            The third station, glacier erosion, was more difficult for the students to connect to.  They have not seen glaciers or large chunks of ice in our area.  After the students did the activity at the glacier station, they were not able to think of any examples of glacier erosion in the real world.  For the sake of time, I showed them the book from Big Universe that they were supposed to read and allowed them to scan the book.  They were then able to make the connection from glaciers to the movie Ice Age.  Without the use of models to give student hands-on experience, they would not have been able to understand erosion. 

            Because it is the summer break and school is not in session, I was not able to teach this lesson to a specific age group.  I think the younger student was not at the appropriate level to fully understand how erosion shapes the earth in the time allotted.  In the future, I would teach this lesson to either fourth or fifth grade students only.  Initially, I thought this lesson would take about an hour, but it took longer than expected.  Due to time restraints, I was not able teach the entire lesson.  The students were able to rotate through all stations, but they did not read the book in it entirety, nor was I able to check for understanding through a making meaning conference.  If I were to teach this lesson again, it would probably take two class periods.  I would probably add an example photograph of each type of erosion at the stations, so students would already have an example to refer to.  

Wind Erosion

Water Erosion

Glacier Erosion

Community Building and Natural Disasters

Each year, our school counselor and student council members organize donation drives to help build community.  We have collected old glasses for Vision Aid Overseas, clothes and shoes for homeless, canned foods for the holidays, pennies for cancer patients, and winter outerwear in the winter season.  We usually choose a local organization to donate, but if there is a greater need we change gears to fulfill the need.

A few years ago, when the earthquake hit Haiti, we collected shoes and donated them to earthquake victims.  For each drive, the student council members go to classes they are assigned to and explain the reason for donating for each cause.  In science class, we discussed earthquakes, the causes and affects of the disaster, and what we can do to help.  We watched videos that showed the devastation and students were shocked and surprisingly compassionate.  

Our school is very involved in the community and participate in many worthy causes.  Our students are very aware of current events and the need for humanitarian efforts.  In order to make it more meaningful, we discuss the event we are collecting for.  Each year, the students look forward to these drives and working together to make a difference.  

Ask A Scientist

A few weeks ago, I posed this question to Ask a Scientist:

When a person has an injury and loses a function, sometimes the body compensates for this loss. For example, if a person loses the sense of sight, the other senses compensate and become sharper. How do the cells in the brain change to make this accommodation? If cells reproduce and create daughter cells identical to the mother cells, then how does CDK and cyclin know to allow for the changes in cell reproduction? Mutation occurs when CDK and cyclin are not functioning properly. When there are accommodations made, are these changes considered mutations as well?

A scientist responded by saying that is was a myth that being blind improves a person's hearing.  People just simply rely more on other senses when another sense has been lost.  When we lose a sense, we use other sense more effectively, but this is not new cells, just a better use of the ones we have.  

The scientist went on to explain that cyclins are just one component of cell check points, but then the rest of the explanation was a little confusing.  I was glad to actually be in communication with a real scientist, however, the language and explanation was above my understanding and comprehension.  It would have been a great idea to include resources I could refer to in order to get a clearer understanding.  A visual representation would have been helpful as well.  

Having a student use this site gives me some trepidation.  I think students would be excited to be in communication with a real scientist.  This may help them feel more connected with the science field, but I hope the scientist's response is age appropriate so students will be able to fully understand the explanation provided.   

Backward Design Lesson Plan

Last week, I developed a lesson for students using the backward design lesson plan.  Using the backward design process was easier than expected.  In my lesson, students were expected to explain why an ecosystem can support a variety of organisms, and determine the interaction of organisms in an ecosystem.  These goals were met, but there were areas that I would improve upon if I were to teach this lesson again. 

I enjoyed using the backward design process to plan the lesson on food chains.  I was able to focus on the desired outcome and be sure the activities focused on the essential questions.  I kept these questions in the back of my head while I planned the lesson. 

I taught my lesson to a small group of fifth graders.  At the beginning of my lesson, students were introduced to a freshwater ecosystem.  Students listed all the animals living in the ecosystem: fish, snails, plants, algae, turtles, and ducks.  One student thought that crabs would live in this ecosystem, until another student mentioned that crabs lived in salt water.  We discussed the difference between salt and freshwater.  The same student realized that freshwater was the type of water he fished in on the weekends with his father.  Then they all make the connection to the fish tank they used to have in their classroom, so we drew a fish tank on a piece of chart paper and placed the animals in the tank. 

After listed the animals in the ecosystem, students began to discuss how each animal survived.  They understood that each animal needed to eat in order to survive.  We drew arrows from each animal to their food so students were able to see a visual representation of this process.  They realized that plants were the beginning of the chain, so we identified plants as producers because they make their own food through photosynthesis.  One student made the connection of the three P’s:  plants, producer, and photosynthesis.  We discussed the role of each, decomposer, producer, and consumer. 

Using the visual representation of how animals receive their energy, or get their food, students were able to successfully play the food chain game.  They were excited to put what they learned to practice.  It was interesting to see their confusion once they had to identify a food chain with a decomposer.  Most students thought the decomposer was the beginning of the chain, not at the end.  They were amazed to see the animation of how the animals interacted with each other in the food chain.  This was a great way to reinforce what we had already discussed. 

After the activity, the formative assessment was given.  Students had to identify the flow of energy between organisms in a food chain.  They needed to determine where the majority of the plants energy ended.  A few students believed most of the plants energy ended in the grasshopper because this was the first animal who consumed the plant, but a few said most of the energy ended up in the fox because that is the last animal in the food chain.  After everyone was finished, the students discussed their answers and had to explain why the grasshopper received most of the plants energy. 

At the end of the lesson, we returned to the scenario and students were able to answer the question posed by the scientist in the scenario.  They determined that the ecosystem sustained itself because each animal depended on each other for energy to survive.  They also said that if any animal was to be taken out of the ecosystem, then the balance would be off and changes would happen. 

If I were to teach this lesson again, I would have spent a little more time explain the role of a decomposer in a food chain.  We discussed that decomposers fed on dead animals to turn them into nutrients; but since decomposers were not identified in the freshwater ecosystem, students did not get a visual representation of their role until the online activity. 

Using the backward design process to plan my lesson allowed me to focus on what I wanted students to know by the end of the lesson.  I was able to keep my activities tailored to the desired outcome.   The students were able to reach the established goals.  I know this because they were able to successfully finished the online activities.  I used the formative assessment to determine 90% of the students understood the flow of energy from one organism to another.  The lesson was successful, but I feel I could have spent more time on the role of decomposers in a food chain.  

Evaluating Web 2.0 Presentation Tools

From the plethora of presentation tools available, I chose to evaluate Prezi and Animoto.  I have limited exposure to the tools I have chosen, so I wanted to further explore them.

My first step in exploring Prezi was viewing the tutorial.  The tutorial video was easy to follow and helped me to get started with my first Prezi.  Creating a Prezi was similar to a PowerPoint.  I added pictures, videos, and text.  I was able to add lots of information and move it around as to not overwhelm the presentation.  I was able to hide text in bigger words, and them zoom in when I wanted to focus on the information.  Creating a pathway from one group of information to another enables the creator to put information in a sequence.  You can view and show a Prezi using an iPad app.  Internet services in not needed for this app.  While viewing, you can set on auto play and it will go through the presentation.  You can also import PowerPoint slides into a Prezi.  The only negative is that editing is not available through this method.  There were tutorial videos available to assist with advanced features like grouping and layering.  The manual is also available to help with virtually any problems.  You can connect using Twitter or Facebook accounts and invite others to view presentations.  Educators can sign up for a free account and receive access for thirteen users.  Videos can remain private or be made public for others to view.

I recommend using Prezi because the tutorials help to guide the creator through the entire process of creating a Prezi.  This presentation tool can be used for at least thirteen students using one account.  This gives the teacher unlimited access to videos created by students.  The only problem I had was organizing information on the screen in a way that it does not look crowded.  I believe this will improve with practice.

The second presentation tool I explored was Animoto.  To create an Animoto, there are three easy steps.  You can choose images from photos, and video clips from multiple sources.  After adding pictures, you can add words on the screens to tell your story or give information on the topic. The last step is adding music to the presentation.  The Animoto presentation is able to be downloaded to a DVD.  You can also share videos through Facebook, Twitter, Pinterest, YouTube, email, or iPhone app.  The video's link can be shared with others, but no one can do a random search and find the video without permission. There are three different levels of subscription.  The free version allows you to create 30 second videos only.  The "plus" costs $5/month and gives access to unlimited full-length videos.  The "pro" costs $39/month is for commercial use.  An educator can sign up for a free "plus" account to be used in the classroom.  There are webinars available for tutorials and a question can be submitted for a return answer.

I like Animoto for its easy use.  I think this would be a great tool to use in the classroom, but I do not plan on using this presentation tool for our course project.  I would find it challenging to put appropriate music to a presentation on an endangered species.

21st Century Learning

In my research I have discovered many resources to motivate students through the use of 21st century technology.  It is important for students to be prepared for the highly technological world in which we live. Using technology in science lessons helps engage students and foster excitement for learning.  As educators, we have to do whatever in necessary to encourage students to pursue STEM careers.

One of the topics covered in physical science that my students often have difficulty with is simple machines.  Simple machines are the foundation for all machines.  The website www.edheads.org has an activity for students learning simple machines.  They go through a house, which is familiar to them, and identify items that are made of simple machines. If students are not able to identify the simple machine, they are given the answer and a short lesson on the particular machine.  This website can be used to introduce students to simple machines in a fun way.  Students are having so much fun that they are not aware they are learning.  The challenge to using this tool is there are not many physical science topics to explore.  Simple machines and weather are the only two topics students learn about in elementary school which can explored on this site.

http://www.quia.com is another website I use often in my classroom.  A teacher can purchase a subscription and create science vocabulary hangman or jeopardy games.  This site encourages reinforcement of vocabulary, which is vital to understanding science concepts.  The only challenge is finding funds to create an account, but an option would be to share account information with teammates and split the cost.  I have used this site to review before assessments and end-of-grade tests.

http://studyjams.scholastic.com covers many elementary topics in math and science.  This site consists of cartoon videos with characters discussing the selected topic.  Along with videos, there are slide shows and karaoke songs.  After the videos, there are multiple choice questions to reinforce the materials presented.  Students are able to explore topics on their own or in a small group.

Another site that I use often is http://phet.colorado.edu.  This site is full of science simulations that I use to engage students at the beginning of a lesson.  I did not find any simulations on simple machines, but found many other physical science activities.

Adding Mixed Numbers

When solving with fractions, be sure to simplify, or reduce, your answer to the lowest terms.  Click on the link below to see an example.

http://www.showme.com/sh/?h=DhxIWDQ

Exploring Heat Transfer

To explore heat transfer and determine the best insulator, I filled 4 ceramic mugs with 6 ounces of hot water, which was 192 degrees.  I chose 4 different materials to cover each cup: foil, cotton cloth, paper towel and plastic bag.  I then waited thirty minutes and measured the temperature of the water again.  I predicted the foil would be a better insulator of heat because if I wrapped my cooked food in aluminum foil, the food will stay warm.

I found the cotton cloth was a better insulator of heat because after thirty minutes, the cup covered by he cotton cloth had the highest temperature.  The hot water in the cup covered with cotton cloth retained heat longer.  After thirty minutes, the cup covered in cotton cloth was 120 degrees, the cup covered in foil was 118 degrees.  The cup covered in paper towel was 112 degrees, and the cup covered in the plastic bag was 114 degrees.  I was surprised the cotton cloth was a better insulator of heat.  I guess it would make sense because there is a lot of air between the knitted material.  When I am cold, I usually put on clothes to keep warm, which is mostly made of cotton.

I would like to test different materials to see which ones would be better insulators.  I would like to test other fabrics like nylon, polyester, denim, corduroy, and wool.  I believe the best insulator of these materials would probably be wool.  I think wool is a better insulator because it is similar to cotton cloth is that it has air between the knitted material.  I also know that when I wear wool sweaters in the winter, I get overheated quickly.

Marble Momentum

This week, I chose to investigate the question "How do different surfaces affect the momentum of marbles?  In the investigation, I used a 1-inch binder as a slope, two different marbles, a meter stick, and a stopwatch.  I chose two different surfaces: carpet and linoleum.  On the carpet, I timed how far the marble traveled in one second.  I repeated this three times.  Since I believe the marble will travel faster and farther on the linoleum, I decided to make a mark on the floor at one meter and time how fast it took the marble to travel that distance.  I repeated this three times as well.

I found the small marble traveled an average of 8.3 inches per second on the carpet.  The larger marble traveled 10.6 inches per second.  On the linoleum, the small marble traveled 16.46 inches per second and the larger marble traveled 15.26 inches per second.  The results were the carpet slowed the momentum of the marble because of friction.  The marbles had more momentum on the linoleum because there is less friction.  These were the results I expected.

This activity was not without challenges.  At the beginning of the investigation, I knew that I would measure from the bottom of the binder, but I was not sure how to incorporate the time.  I had a difficulty relating the collected data back to the focus question of the investigation.  I did not have a scale, therefore I was not able to weigh the marbles.  I know that the mass of the marble is a factor in measuring the momentum.

If I were to do this investigation in the classroom, I would have three groups test on the carpet and three groups test on the tile or linoleum.  I would discuss momentum before the investigation and be sure each group knows  how to calculate.  In order to make this more interesting, I would create a scenario or a real-world problem for students to solve.  I would want my students to have a good understanding of momentum, know how to calculate it.  Initially, I would like for them to find the momentum of one size marble.  When they analyze the results, then the next step would be to test a different size marble, or another object to test.  This would be our next question to investigate.