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

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.