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

Ask A Scientist Response

A few weeks ago, I visited Ask A Scientist Website- Howard Hughes Medical Institute.  http://www.hhmi.org/askascientist/

The question I asked was: how can bdelloid rotifers still be considered living if they can shut down their metabolism for a period of time during harsh conditions?  

The background on the question was further examining the characteristics of life.  I began to think about bdelloid rotifers and their ability to shut down during harsh conditions.  I was curious if they were still considered living at the point of slowed or shut down of metabolic systems. 

The response I received was simple and easy to understand.  A volunteer scientist wrote to me that typical characteristics that we view in living organisms do not need to be evident at all times or during all life stages.  For example, all organisms must have the capability to reproduce.  However, during certain stages in life, women go through menopause and can no longer reproduce.  They are obviously still living.  I found this to be an interesting comparison and helped to put the answer to my question into perspective.  

I believe my students would enjoy using this website and receiving an answer from a scientist.  It helps to make science seem real and not just something to study in class.  I am going to incorporate this site into my science lessons! 

Ask A Scientist

Experience with Ask A Scientist Website

To further explore cells and their functions, I visited Ask A Scientist Website- Howard Hughes Medical Institute. http://www.hhmi.org/askascientist/

I read Can’t Count in A Really Short History of Nearly Everything by Brian Bryson. This short expository sparked curiosity for me about the bdelloid rotifers. According to Bryson (2008) bdelloid rotifers can switch of their metabolism during harsh living conditions. I began to reflect on the five characteristics of living organisms: metabolic processes, generative processes, responsive processes, control processes, and structural organization (Tillery, Enger, & Ross, 2008). Bdelloid rotifers do demonstrate all five characteristics when they are living in a favorable environment. However, they have the ability to shut down their metabolism. That led me to the question how can bdelloid rotifers still be considered living if they can shut down their metabolism for a period of time during harsh conditions? I submitted this question to the Ask A Scientist website. I have not received a response yet, but I did a little research to try and answer my question.

Bdelloid Rotifers are microscopic organisms known as metazoans. They live in freshwater ponds, lakes, brackish water, and even sewage (DCEB, 2013). At times, these habitats can dry out. The organism undergoes a process called anhydrobiosis, which many plants undergo, which protects from dehydration stress (Tunnacliffe, 2003). Some scientists called this type of organism the resurrection plant. Research identified LEA proteins, which likely prevents the bdelloid rotifer from drying out (DCEB, 2013). Is this the mechanism to shut down their metabolism? There is scientific interest in this organism for vaccines that could lose their potency if not kept cool (DCEB, 2013). Understanding the process bdelloid rotifer undergoes could help scientists to dry out medicine could be an enormous benefit (Tunnacliffe, 2003).

References 

Bryson, B. (2008). A really short history of nearly everything. New York, NY: Delacorte Press. 

DCEB (2013). Bdelloid Rotifers: Cell and Organism Engineering. Department of Chemical Engineering and Biotechnology. Retrieved on January 21, 2013 from http://www.ceb.cam.ac.uk/pages/bdelloid-rotifers.html 

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

Tunnacliffe, A. (2003) . Animal Magic: Cell and Organism Engineering. Department of Chemical Engineering and Biotechnology. Retrieved on January 21, 2013 from http://www.ceb.cam.ac.uk/pages/bdelloid-rotifers.html

Web 2.0 Presentation Tools

Presentation tools are great avenues to express research, data, and all types of information.  Since I teach science, I find it important for lesson delivery to be engaging.  I have experimented with a few methods. Below are a few programs I can use in my classroom for lesson delivery or student performance.

21st Century Topics and Tools

-->

Education is moving to incorporate 21^st century skills.  Children need to be exposed to and practice many cross-curricular disciplines.  Each day, students should be building on critical thinking skills, technology, and collaboration with their peers (Partnership for 21^st Century Skills, 2009).  Implementing inquiry and STEM lessons can help use reach our goal.  However, there are many methods of networking and PLCs to help teachers plan effective science curriculums.

At the moment, I am teaching a forces and motion unit that has a lot of emphasis on energy.  An enduring understanding I am working towards mastery with my students is changes take place because of the transfer of energy.  I would like to share a few resources I found that would help me to embed 21^st century skills into my instruction.

First, NSTA learning center has excellent resources and recommendations for lessons.  There are seminars teachers can take (some are free, some are not) to improve understanding on the concept.  Here is a link for energy: http://learningcenter.nsta.org/products/symposia_seminars/stlouis07/energy/webseminar.aspx

I have also found PhET.org to be an excellent method to engage multiple learning styles.  I have used this website as a whole class and individually on laptops.  To demonstrate the transfer of kinetic and potential energy, I use the simulation with a skate boarder.  The link: http://phet.colorado.edu/en/simulation/energy-skate-park-basics  I can click the a pie graph to display while the skate boarder is moving.  Students can observe when potential energy transfers into kinetic and vice versa.  When students interact with the website, they are demonstrating their knowledge of technology and the enduring understanding. 

                                           Here is an introduction about the website!

                                           

Interactive read alouds are proven to enhance students’ understanding of vocabulary and literacy (Bircher, 2009).  I read in October’s addition of Science and Children a book that will promote inquiry, vocabulary practice, and engineering.  The interactive read aloud is called The Boy Who Harnessed the Wind by William Kamkawamba and Bryan Mealer.  This book can be used to enhance diversity, spark curiosity, and inspire hands-on learning.  In the biography, a 14-year-old boy uses scraps from a junkyard to build a windmill to harness energy.  This would be a great addition to my science unit.

                                          A video to supplement the book!

Finally, I believe reaching out to the community would help to apply the content students are learning in science.  Throughout the year, I try to invite guest speakers to my fifth graders to show my students the purpose of developing a deep understanding of science.  

Reference

Bircher, L. S. (2009). Reading Aloud: A springboard to inquiry. Retrieved on September 23, 2012 from

https://esc.tricountyesc.org/cos/scienceresources/Resources-Article-Reading-Aloud-A-Spring-Board-to-Inquiry.pdf+interactive+read+alouds+for+science&hl=en&gl=us&pid=bl&srcid=ADGEESi0Sv65JqawhJvW5O0RkR0-sF8cizIiXnPl9GnKpGta7Rp--djRPlGPMvNiSzzCbFwwJmDTwDMv-h

Partnership for 21^st Century Skills. (2009). 21^st Century Skills Map: Science. Retrieved on October 6, 2012 from www.p21.org/storage/documents/21stcskillsmap_science.pdf