Science Teacher Leadership

In order for positive change to happen in education, teachers must take on new roles to increase team building and problem solving (Klentschy, 2008). Our classrooms are becoming increasingly diverse each year, and teachers need to get creative to make all students feel a part of the class. Within our classrooms, teachers need to develop positive relationships with students. We need to show students we care about who they are and their success.  In the beginning of each school year, I typically use the first week to get to know my students through responsive classroom activities.  This helps to build community and allows me to learn about their families, likes and dislikes.

I think all teachers need to start change from within their classroom.  It can be difficult to jump right into a teacher leadership role.  However, it is important to initiate change in the building as well as throughout the district. One way I try to demonstrate leadership within my school is to share diverse activities and resources with my colleagues. I find this small gesture really travels. I signed up to receive newsletters from teachingtolerance.com. When I read interesting activities from the site I share in a team meeting or forward the email to an administrator.  Also, I have tried to promote positive change in our science program. I gathered resources I have read at Walden on inquiry to share with my colleagues. I received a positive outcome since I had examples of labs to share. Challenges that teacher leaders and administration have to overcome is the resistance to change. When approach with examples, a purpose, and how to use the aspects of a program, then teachers will be open to change. Teacher leadership roles can be challenging, but since continuing my professional development I have been slowly gaining confidence to take on these challenges.

 

Reference

Klentschy, M. (2008). Developing teacher leaders in science: Attaining and sustaining science reform. Science Educator, 17(2), 57–64. Retrieved on June 28, 2013 from Education Research Complete database. (Accession No. EJ886173).

Keeping Up With Global Competition

“Science shapes the world in which we live” (Buxton & Provenzo, 2011).  Science is a powerful component in education, but are we emphasizing it enough to compete with the world?  The nature of science is to be curious, question existing theories, and investigate solutions to global issues.  Effective teachers need to nurture and expand that excitement in science.  Unfortunately, our nation’s focus tends to be on many other topics aside from increasing science literacy.  After reading What’s Our Sputnik by Thomas L. Friedman, I recognized the backwards thinking in our country’s strategies. 

The launch of the Russian satellite, Sputnik, was a historical moment in science history.  It also marked a reform in American education.  The public viewed this event as a threat on American’s superiority in science and technology (Buxton & Provenzo, 2011).  At this moment, education was the forefront of our nation’s focus.  Scientist from universities all over the world volunteered to help with education reform.  Science gained new influence, energy, and hope with so much support and experience (Buxton & Provenzo, 2011). 

As time marched on, our country has retained a new focus.  We are spending a tremendous amount of money and focus on a war on terror.  Thomas Friedman (2010) compares our focus to China’s.  China channels time and energy on how to make their country better and more competitive.  Our nation is sending troops into Afghanistan, buying oil, and worrying about terrorists (Friedman, 2010).  Is there a solution?  No, we cannot just walk away from a war we keep building.  However, as Friedman (2010) mentions, let’s not make “Al Qaeda our Sputnik.”

 

Educators today are more important than ever.  We need to be effective and impact our students to enjoy science and mathematics.  Educators need to be trained and pair up with others to create a support system.  Science teachers need to create engaging lessons and high-level thinking inquiry labs.  We are influencing the future of our country and increasing global competition. 

Since science is embedded in society and a part of everyone’s life, there are a few things we can do to help the U.S. produce more science leaders (Marincola, 2006).  First, students need to experience science, therefore, we need to teach thinking skills (Marincola, 2006).  Next, science students need to engage in communication with the public (Marincola, 2006).  Our students need to learn how to use science terminology and be aware of global issues to practice decision making.  Finally, there needs to be an increase investment and support for science education (Marincola, 2006).  Together, we can help to build awareness for science education.

 

References

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.

Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.  Retrieved on July 8, 2013 from ProQuest Central database. http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/434270918?accountid=14872

Marincola E. (2006). Why is public science education important? J Transl Med. 2006; 4: 7. Retrieved on July 8, 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1395333/

doi: 10.1186/1479-5876-4-7

Erosion Lab

Erosion is a powerful force in nature.  Water can carve out rock to create canyons and valleys.  Wind can pelt rock to break pieces away and flatten out sand dunes.  Erosion happens right in our backyard.  To help my students internalize this energy we created a scientific model.  A scientific model encourages students to create, manipulate, and test their predictions (Kenyon, Schwarz, & Hug, 2008).  In small groups, my students created sedimentary rocks and applied wind and water erosion.  Through this experience, my students gained insight to what a rock would look like after it was eroded.  In my reflection, I will identify successes and challenges of using a scientific model.  Also, I will share improvements needed to repeat this inquiry activity.

To begin the lab, student made a sedimentary rock. They put layers of gravel, sand, and soil in an aluminum pan. They made their own choices about the order of layers.  Then, we add a small amount of water to cover the sediment, and put in a freezer over night. After they are hardened (frozen), carefully remove from the pan. Students measured the rock and recorded on their lab worksheet. Finally, they applied wind and water erosion for a period of time.  They made one final measurement of their rock. They recorded their observations and answered open-ended questions.

There were a few adjustments I would make for the next time.  I would give them a smaller amount of water, since the rock was frozen.  The water carried away a lot more sediment than I predicted.  If I gave them less water, they could have a larger rock left to make a final measurement.  Also, we used straws to create wind erosion.  A few students got carried away with the use of the straw.  The next time I use this activity, I will put a bigger emphasis on the appropriate use of straws.

My students had a valuable experience during this structured inquiry lab. Students had a question to explore and procedure to follow, and the teacher is facilitating the activity (Banchi & Bell, 2008).  They made great connections to how rock and landforms change over time.  Since the lab was hands-on, students were engaged the entire time.

 

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29. Retrieved on July 8, 2012 from Education Research Complete Database (Accession No. 34697743).

Kenyon, L., Schwarz, C., & Hug, B. (2008). The benefits of scientific modeling. Science & Children, 46(2), 40–44. Retrieved from Education Research Complete Database. (Accession No. 34697747).

Natural Disaster- Hurricanes

Imagine being on the coastline with a hurricane barreling down on you. You would experience extreme high winds, destructive waves, and stinging rain.  After the storm clears, you will notice the changes to earth’s surface through wind and water damage as well as severe dune losses.  A hurricane is an intense storm with low pressure and winds any where between 56-120 mph (Tillery, Enger, & Ross, 2008).  This natural disaster can leave humans helpless if not prepared or predicted.

 

This is an all too familiar feeling here in New Jersey.  In late October, Hurricane Sandy unleashed its energy onto the Jersey shore.  As Sandy made landfall, it had sustained winds of 75 mph and its wind field extended 900 miles (NASA, 2012).  Overall, Sandy covered 1.8 million square miles from the Mid-Atlantic to the Ohio Valley, into Canada and New England (NASA, 2012).  Rainfall totals were estimated between 7 to 10 inches over the affected areas. This was a historic storm.

Learning facts about hurricanes can help to develop scientifically literate citizens. In the future, our children are going to be the first responders and problem solvers. Students need to learn about the wide range of storms that can change earth’s surface due to passing fronts and temperature changes.  A front is between two air masses of different temperatures (Tillery et al, 2008). Also, temperature is the measurements of the movement or energy of molecules (Tillery et al, 2008).  Students need to understand specific science terms and be able to apply them in their lives. 

To help my students understand the importance of connecting with others and working together as a team, we can research organizations that are helping with Sandy relief efforts.  We could visit websites and arrange a Sandy relief effort in our school (which we did!). Here are a few websites dedicated to Sandy victims:

http://sandyrelief.org/

http://www.wavesforwater.org/project/hurricane-sandy-relief-initiative

http://restoretheshore.com/

References

NASA (2012). NASA- Hurricane Sandy (Atlantic Ocean). Retrieved on March 17, 2013 from http://www.nasa.gov/mission_pages/hurricanes/archives/2012/h2012_Sandy.html

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

Ecosystem Lesson

Abiotic and Biotic Factors

One of the essential questions for the Earth Systems unit I teach is how do changes in one part of an Earth system affect other parts of the system?  In order to build up to the enduring understanding for this question, students need to understand the terms ecosystem, interaction, abiotic, and biotic factors.  This lab covered the standard 5.3.6.C.2  “the number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition” (Mount Laurel Science Curriculum, 2011).  Students have studied these terms and applied them in the field.  Students used a hula-hoop to create a small area representing an ecosystem outside.  Within this small area, students observed insects, grasses, mushrooms, worms, soil, and water drops. 

I believe the goals from the inquiry activity were met.  My students had a valuable learning experience being outside and interacting with others in a group. After reviewing their lab worksheets, I learned the connections students made. They understand biotic factors within an ecosystem as other living organisms.  For example, few students called me over to examine their findings.  Their curiosity and excitement was amazing.  They paid close attention to things they usually do not see.  They drew pictures of grasses, insects, and soil in their labs.  Abiotic factors were difficult for them to keep in mind while observing the hula-hoop ecosystem.  After conversations with several groups, I learned they did not take into consideration climate, air, and perhaps water.  In the future, I will provide more examples and pictures of abiotic factors.  Many students were confused about whether soil, water, and fungus were abiotic.  Upon the completion of the lab, students felt more confident about both biotic and abiotic factors.

This would be a great picture to help my students identify abiotic and biotic factors: 

A website to use to self-monitor or diagnostic assessment: 

http://www.neok12.com/Ecosystems.htm

 

Reference

Mount Laurel Science Curriculum (2011). Mount Laurel Schools: Curriculum & Assessment. Retrieved on February 2, 2013 from http://www.mtlaurelschools.org/Program/Curriculum--Assessment/index.html