tag:blogger.com,1999:blog-10767635162218141852024-03-05T10:18:03.898-05:00Eureka! Hands-On Minds-On ScienceUnknownnoreply@blogger.comBlogger54125tag:blogger.com,1999:blog-1076763516221814185.post-10395533283656227072012-02-11T23:00:00.000-05:002012-02-11T23:00:04.608-05:00P.E.O.P. -- How many drops of water can sit on a face of a penny?<a href="http://2.bp.blogspot.com/-taCSr1HfEEs/Tzc1u8bauII/AAAAAAAAFbA/SZ1n9UVdCZE/s1600/100_0103.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-nUbCjBfLWzo/Tzc2dkRBbMI/AAAAAAAAFbQ/DDiq1pUDgvE/s1600/100_0134.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div><div class="MsoNormal"><a href="http://1.bp.blogspot.com/-9tInDS-_v4c/Tzc1UZhKqiI/AAAAAAAAFa4/yBwcM0z36-g/s1600/100_0096.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-9tInDS-_v4c/Tzc1UZhKqiI/AAAAAAAAFa4/yBwcM0z36-g/s200/100_0096.jpg" width="200" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">One of the discrepant events that works well with <a href="http://smarterscience.youthscience.ca/peoe-steps">Smarter Science’s Predict – Explain – Observe – Explain (P.E.O.P) template</a>s is “How many drops of water can sit on the face of a penny?” This activity is simple to set up; all you need is some pennies, medicine droppers and water. The unexpected results will lead to endless fascination, excellent questions, numerous investigations, opportunities to record, plan, design, gather data and experiment as well as<span> </span>interpretation by comparing, contrasting, analyzing, evaluating, and the communication skills of discussing, explaining, reflecting and reporting.</span></div><a href="http://2.bp.blogspot.com/-taCSr1HfEEs/Tzc1u8bauII/AAAAAAAAFbA/SZ1n9UVdCZE/s1600/100_0103.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-taCSr1HfEEs/Tzc1u8bauII/AAAAAAAAFbA/SZ1n9UVdCZE/s200/100_0103.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">My grade nine applied science class performed a P.E.O.P. such as this as part of their Culminating Performance Task (CPT) this past semester. The students were given one Canadian penny, a medicine dropper and the P.E.O.P. template at the introduction of the activity. This allowed all the visual learners to see just what size the dropper and the penny were prior making their predictions. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students were instructed to make their predictions using an “If . . .then . . “ statement in box one of the template and to include a diagram. Predictions ranged from 2 to 8 drops with the mean being 4 drops of water.</span></div><a href="http://3.bp.blogspot.com/-FUvM2rX4vBc/Tzc2GSLv5wI/AAAAAAAAFbI/UVD_9ib_VNE/s1600/100_0106.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-FUvM2rX4vBc/Tzc2GSLv5wI/AAAAAAAAFbI/UVD_9ib_VNE/s200/100_0106.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In box two of the template they were to explain why they had made their predictions. Most of them wrote something along the lines that “pennies are small so not much water would fit on them”. In my class of 19 students there were neither outstanding or startling predictions nor explanations. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">After completing box one and two of the template the students then got beakers of water and began their experiment. This may have been the only moment of time, during the entire semester, that my classroom was silent! The students were intent on this task, it thoroughly captivated them. Quite frankly they couldn’t believe what they were observing! They wanted to repeat it over and over again to ensure that their results were indeed reproducible, just like “real” scientists! Eventually, yet begrudgingly, I had them stop their experimentation so they could complete their written work and thereby provide me with documentation towards their final mark. </span></div><a href="http://2.bp.blogspot.com/-nUbCjBfLWzo/Tzc2dkRBbMI/AAAAAAAAFbQ/DDiq1pUDgvE/s1600/100_0134.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-nUbCjBfLWzo/Tzc2dkRBbMI/AAAAAAAAFbQ/DDiq1pUDgvE/s200/100_0134.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In box three of the template the students recorded how many drops of water they were able to fit on the face of a penny, incredibly the highest number was 54! Although each and every student had disproved their initial prediction they were proud of their accomplishment and insightful in explaining their reasoning into why their predictions were wrong.</span></div><a href="http://1.bp.blogspot.com/-iEr0t6efvhk/Tzc2wg2h9bI/AAAAAAAAFbY/Gg7RJ7PLyws/s1600/100_0120.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-iEr0t6efvhk/Tzc2wg2h9bI/AAAAAAAAFbY/Gg7RJ7PLyws/s200/100_0120.jpg" width="200" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This simple P.E.O.P. allowed my students to not only engage in a rich, authentic task but it also allowed them to demonstrate their critical thinking skills while demonstrating how they have evolved into real scientists over the semester, not only in the all of their actions that are described above but also in the fact that they are no longer discouraged when their initial hypotheses is wrong, an outcome I had despaired of achieving!</span><a href="http://4.bp.blogspot.com/-wizP4zFvRuo/Tzc3CRDf6DI/AAAAAAAAFbg/kFvXymw6qSc/s1600/100_0132.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-wizP4zFvRuo/Tzc3CRDf6DI/AAAAAAAAFbg/kFvXymw6qSc/s200/100_0132.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><br />
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</span></div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-1076763516221814185.post-55905135908109095692012-02-05T14:53:00.000-05:002012-02-05T14:53:24.036-05:00P.E.O.E. on the Process of Drying Fruit<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"></span></div><div class="separator" style="clear: both; text-align: center;"> <a href="http://2.bp.blogspot.com/-q1CzN1w7V28/Ty7cTbflImI/AAAAAAAAFZ4/yVzwU1o5xq4/s1600/100_0091.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-q1CzN1w7V28/Ty7cTbflImI/AAAAAAAAFZ4/yVzwU1o5xq4/s200/100_0091.jpg" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-Tvg8SmHfYGc/Ty7cz98Tp8I/AAAAAAAAFaQ/3AERlK7wap0/s1600/100_0095.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br />
</a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Have you used the <b>Predict – Explain – Observe – Explain</b> science process so eloquently summarized up by the Smarter Science student–friendly template? Also known as the<a href="http://smarterscience.youthscience.ca/peoe-steps"> P.E.O.P</a>., this simple method really gets your students to think, and provides a means for you to access their critical thinking skills.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Recently I used the P.E.O.P. template with my grade nine applied students during an investigation into drying fruit. We had already studied the water cycle so the students were familiar with the term and process of “evaporation”.</span></div><a href="http://3.bp.blogspot.com/-Tvg8SmHfYGc/Ty7cz98Tp8I/AAAAAAAAFaQ/3AERlK7wap0/s1600/100_0095.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-Tvg8SmHfYGc/Ty7cz98Tp8I/AAAAAAAAFaQ/3AERlK7wap0/s200/100_0095.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">On order to access their prior knowledge I initiated a class discussion into dried food. Our class is very multicultural but everyone had some form of dried food they were familiar with, most commonly dried banana, dried papaya, dried mango, raisins and beef jerky. Together we brainstormed about the “drying” process. “What happens when food is dried?”</span></div><a href="http://2.bp.blogspot.com/-YbnHU0AZ81E/Ty7cJA01bOI/AAAAAAAAFZw/1aish9jsq04/s1600/100_0088.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-YbnHU0AZ81E/Ty7cJA01bOI/AAAAAAAAFZw/1aish9jsq04/s200/100_0088.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span> </span>The analogy I used was, “What happens when clothes are dried?” The students were quickly able to extrapolate that if drying clothes means removing the water then drying fruit could mean the same thing. There was some discussion around the “juiciness” of fruit and whether the juice is just fruit-flavoured water. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students worked in pairs for this activity. They had previously been instructed to bring in a fresh fruit or vegetable from home. Since half of the class forgot to bring something in the instructions were to pick a partner where at least one of you had a fruit or vegetable. The produce our class worked with included oranges, carrots, bananas, apples and celery.</span></div><a href="http://2.bp.blogspot.com/-nN2UfQ9AH44/Ty7cnjr5rBI/AAAAAAAAFaI/NEHTxLN2e34/s1600/100_0093.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-nN2UfQ9AH44/Ty7cnjr5rBI/AAAAAAAAFaI/NEHTxLN2e34/s200/100_0093.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Using the first square of the Smarter Science P.E.O.E., <u>Predict,</u> the students made their predictions by making an “If . . .then” statement in this format:</span></div><div class="MsoNormal"><b><i><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">If my apple is sliced up and dried then it will . . .</span></i></b></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students were also expected to draw a picture showing what would happen.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In the second box on the P.E.O.E., <u>Explain</u>, the students had to explain WHY they had made their predictions. This is our first glimpse into their thinking process!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Once the first two boxes of the P.E.O.P were completed the students were instructed to prepare their fruit in whatever way they thought would be most suitable for drying. This caused some initial confusion: Should we peel it? Should we slice it? Should we cut it in half? Because the students are to take ownership of their learning my reply was consistently, “What does your partner think?” Eventually all of the pairs were able to take a risk and make a decision.</span></div><a href="http://3.bp.blogspot.com/-ks63VrZiUVE/Ty7ce94cLLI/AAAAAAAAFaA/pA0BdtHTEHM/s1600/100_0092.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-ks63VrZiUVE/Ty7ce94cLLI/AAAAAAAAFaA/pA0BdtHTEHM/s200/100_0092.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In the third box of the P.E.O.E, <u>Observe,</u> the students had to make some initial observations about their prepared samples. Although they were told only to rely on physical properties (those they could detect with their senses) the fact that I had put out our electronic balances that day allowed many of them to infer that recording the initial mass of their samples might be a good idea. Other observations the students made included colour, smell, and texture.</span></div><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"></span> <div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">When the students returned to class on Monday they rushed to the windows to see what had happened to their samples over the weekend. Some of them wanted to eat their results right away! Pairs with differing types of samples were comparing their changes with no prompting from me. In fact, the students quickly weighed their dried samples and started calculating the amount of water lost without any top-down instruction. The learning just flowed. </span></div><a href="http://2.bp.blogspot.com/-ecAFtj9vRmg/Ty7b3Z0A8mI/AAAAAAAAFZg/IPxFT83KiUI/s1600/100_0085.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-ecAFtj9vRmg/Ty7b3Z0A8mI/AAAAAAAAFZg/IPxFT83KiUI/s200/100_0085.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students recorded their final mass in the third box of their P.E.O.E. as well as any other differences they observed.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In the final box, <u>Explain</u>, the students revisited their initial prediction (box 1) and stated if it was correct or not. They used the evidence they had collected to justify what had happened to their predictions. This is where their critical thinking skills are showcased! </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Once again, Smarter Science had allowed the students to OWN their learning! How have you used the P.E.O.E<span> </span>in your classroom?</span></div><div class="MsoNormal"><br />
</div><a href="http://2.bp.blogspot.com/-hyJGoaOBkh0/Ty7b_zqhO_I/AAAAAAAAFZo/h1O6OXfGTUc/s1600/100_0087.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-hyJGoaOBkh0/Ty7b_zqhO_I/AAAAAAAAFZo/h1O6OXfGTUc/s200/100_0087.jpg" width="200" /></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-54915098770951183502012-02-05T13:36:00.000-05:002012-02-05T13:36:58.344-05:00How does particle size affect the rate of dissolving? -- An Student Designed Inquiry<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML/> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"> <a href="http://2.bp.blogspot.com/-zoFAuReP36k/Ty7JkIqbrMI/AAAAAAAAFZA/A0mSnlAZWr8/s1600/100_0043.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-zoFAuReP36k/Ty7JkIqbrMI/AAAAAAAAFZA/A0mSnlAZWr8/s200/100_0043.jpg" width="200" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">As part of the Culminating Performance Task my grade nine applied science class used the Smarter Science emergent scientist templates <a href="http://smarterscience.youthscience.ca/sites/default/files/3-1_ON_EN_Initiate_and_Plan_L3.pdf">(poster set three)</a> to design and conduct an inquiry into the effect of particle size on the rate of dissolving. The solute we dissolved was store bought Alka-Seltzer tablets and the solvent we used was water.</span></div><a href="http://1.bp.blogspot.com/-JYQPpoQpKMY/Ty7JwWLvE3I/AAAAAAAAFZI/hbteYLpnuI4/s1600/100_0049.jpg" style="margin-left: 1em; margin-right: 1em;"></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Due to the nature of the learners in my class I assumed that some of them would have no prior knowledge of Alka-Seltzer. So I started the class by showing them the box I had purchased from the drug store, then I opened the box and showed them the packages within and finally I opened the packages and showed them the tablets. Next I showed them Alka-Selters advertisements from Youtube then I dropped one of the tablets into a beaker of water and demonstrated how to time the dissolving process from beginning (initial time) to end (final time). </span><a href="http://1.bp.blogspot.com/-ZSaUZVpbpjk/Ty7I_OfLPyI/AAAAAAAAFYo/hj8d8WZUE7A/s1600/100_0034.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-ZSaUZVpbpjk/Ty7I_OfLPyI/AAAAAAAAFYo/hj8d8WZUE7A/s200/100_0034.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">While demonstrating the last step I invited the students to pull out their digital devices and use the timers on them to help with the timing. This step allowed the students to become familiar with the timing devices they didn’t even know they had, as well as become aware of the importance of starting and stopping the timer at precisely the right moment in order to record accurate results. Because I had a limited number of tablets available and an even more limited budget with which to purchase more I wanted to ensure that no tablets would be wasted during the actual lab due to failure to record the dissolving time. </span></div><a href="http://2.bp.blogspot.com/-Tnr5TDBTo14/Ty7KIjs8KsI/AAAAAAAAFZY/MZWJBledYaY/s1600/100_0074.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-Tnr5TDBTo14/Ty7KIjs8KsI/AAAAAAAAFZY/MZWJBledYaY/s200/100_0074.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Using the Smarter Science template the students determined that the independent variable for their investigation would be the particle size while the dependent variable would be time (rate). The controlled variables would be:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Size of beaker</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Volume of water</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Temperature of water</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Mass of tablet (predetermined by pharmaceutical company)</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Timing device</span></div><a href="http://3.bp.blogspot.com/-Qu2618IuTk0/Ty7J9WpWcYI/AAAAAAAAFZQ/IG55PxC0xXk/s1600/100_0044.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-Qu2618IuTk0/Ty7J9WpWcYI/AAAAAAAAFZQ/IG55PxC0xXk/s200/100_0044.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each group was given four tablets for their investigations. The particle sizes they would experiment with were:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Whole tablet</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Whole tablet broken into halves</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Whole tablet broken into quarters</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Whole tablet crushed</span></div><a href="http://2.bp.blogspot.com/-YMzculL1g20/Ty7JXapAngI/AAAAAAAAFY4/MMuzB9A6ka4/s1600/100_0040.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-YMzculL1g20/Ty7JXapAngI/AAAAAAAAFY4/MMuzB9A6ka4/s200/100_0040.jpg" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each group decided what values to give to their controlled variables and recorded them on the Smarter Science template. Once everything was planned and recorded in an intelligible fashion the students were given their four tablets and got down to some serious science. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This lab worked very well. After performing and recording the investigation the students cleaned up, washed their hands and began analyzing their results. Because most of these students are visual learners I had them use their data to construct a line graph. The results were universal, the crushed tablet dissolved at a much greater rate than any of the other formats. In their written report the students reflected how this knowledge could be used in their daily life. Most have decided to chew their prescribed tablets in the future instead of swallowing them whole. </span></div><a href="http://1.bp.blogspot.com/-JYQPpoQpKMY/Ty7JwWLvE3I/AAAAAAAAFZI/hbteYLpnuI4/s1600/100_0049.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-JYQPpoQpKMY/Ty7JwWLvE3I/AAAAAAAAFZI/hbteYLpnuI4/s200/100_0049.jpg" width="200" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What labs have your students designed and conducted to investigate the effects of particle size on the rate of dissolving?</span><br />
<a href="http://4.bp.blogspot.com/-OBiLm741Rfo/Ty7JLLJRlZI/AAAAAAAAFYw/cnCUx6FJhQQ/s1600/100_0037.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-OBiLm741Rfo/Ty7JLLJRlZI/AAAAAAAAFYw/cnCUx6FJhQQ/s200/100_0037.jpg" width="200" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Can you recommend any less expensive solutes?</span><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-87044286804040414332011-12-30T20:22:00.001-05:002011-12-30T20:26:31.280-05:00Modelling Expansion of the Universe – blog post #48<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Teaching The Big Bang Theory to <a href="http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_2008.pdf">Ontario grade nine science</a> students forces a teacher to embrace their sense of humour. First one must address the prior knowledge the students have which is: <b>The Big Bang Theory</b> is a television show. All good teachers know that they need to meet their students where they are and I had anticipated that my students would be familiar with this tv show so I printed out the<a href="http://www.blogger.com/%20http://www.lyricstime.com/barenaked-ladies-the-big-bang-theory-theme-song-lyrics.html"> lyrics</a> for the theme song before class. The students were happy to sing it; following the bouncing ball on the smart board is always a fun activity!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Eventually we got into the fact that there is actually a theory about how the universe was formed and it is the Big Bang Theory. (It all started with a big bang!) My students were amazed by even this little snippet of information! As I explained the Big Bang Theory to them with the help of numerous visuals and video clips, while constantly referring back to both the lyrics and what they had learned in the chemistry unit, their engagement was obvious by the questions that came pouring out of them. My favourite was: “Why didn’t anyone ever tell me about this before?”</span></div><div class="MsoNormal"><a href="http://2.bp.blogspot.com/-NHKC9YprCvE/Tv5fpxAWe3I/AAAAAAAAFTg/qgrUIaiqRwc/s1600/IMG_0411.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">After spending an entire period on the Big Bang Theory I left the class with the thought that the universe is expanding and the promise that tomorrow would be a hands-on activity where we would explore this phenomena. In order to organize a hands-on activity that models how the universe is expanding to students with weak mathematical skills I used my best friend, the internet, to help me come up with a great idea! (This activity is <b><u>not </u></b>original to me, it is found on many web pages, I was unable to track down its origin.)</span></div><div class="MsoListParagraph" style="text-indent: -18pt;"><span style="color: red; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: red;">Initiate and Plan = Engage </span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-NUgDLXWIyGI/Tv5e-gIRXCI/AAAAAAAAFSk/ebBVBI1KaWI/s1600/IMG_0413.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-NUgDLXWIyGI/Tv5e-gIRXCI/AAAAAAAAFSk/ebBVBI1KaWI/s200/IMG_0413.JPG" width="200" /></a></div><div class="MsoListParagraph" style="text-indent: -18pt;"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Together the class used the <a href="http://www.blogger.com/%20http://smarterscience.youthscience.ca/sites/default/files/3-1_ON_EN_Initiate_and_Plan_L3.pdf">Smarter Science template</a> to design a testable question. It was: <span style="background-color: yellow;">“Can we </span><b style="background-color: yellow;">model</b> <span style="background-color: yellow;">how the universe is expanding?”</span></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The <span style="background-color: purple;"><span style="background-color: white;"></span></span><span style="color: purple;">variables</span> were:</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="background-color: white; color: purple;">Independent</span> - Amount of air in the balloon</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: purple;">Dependent</span> - distance between the points</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: purple;">Controlled</span> - shape of balloon and keeping balloon tightly sealed during measuring</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In small groups, the students were given a new balloon and a marker. Each group marked six random points onto their balloon. One was labelled <b>home</b> while the other five were labelled <b><i>A, B, C, D</i></b> and <b>E</b> in no particular order. </span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-A-ok9dqbHzg/Tv5fMy9_e9I/AAAAAAAAFSw/zr5vgJjnSQo/s1600/960_1341.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="112" src="http://4.bp.blogspot.com/-A-ok9dqbHzg/Tv5fMy9_e9I/AAAAAAAAFSw/zr5vgJjnSQo/s200/960_1341.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Using a string to measure the distance between two points</td><td class="tr-caption" style="text-align: center;"><br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-lUUuMiz95M8/Tv5fZ27xcKI/AAAAAAAAFTA/H7Zp2o5mJBk/s1600/960_1344.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="112" src="http://4.bp.blogspot.com/-lUUuMiz95M8/Tv5fZ27xcKI/AAAAAAAAFTA/H7Zp2o5mJBk/s200/960_1344.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Using a ruler to measure the string</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-IwKPA4p07I4/Tv5fipF07jI/AAAAAAAAFTQ/zRhAOzit7N0/s1600/960_1346.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="112" src="http://2.bp.blogspot.com/-IwKPA4p07I4/Tv5fipF07jI/AAAAAAAAFTQ/zRhAOzit7N0/s200/960_1346.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Teamwork!</td></tr>
</tbody></table><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The surface of the balloon represented a 2-dimensional universe. Each point represented a galaxy with home being the Milky Way.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each individual then made a <b>hypothesis</b> regarding what would happen to the distance from home to each of the other galaxies if the universe expanded. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="color: red; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: red;">Perform and Record = Explore</span></span></div><div class="MsoNormal"><br />
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-X_lFeP02ZJs/Tv5foKPS-8I/AAAAAAAAFTY/t_MazxmzQ1s/s1600/960_1347.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" height="112" src="http://1.bp.blogspot.com/-X_lFeP02ZJs/Tv5foKPS-8I/AAAAAAAAFTY/t_MazxmzQ1s/s200/960_1347.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Recoding the data</td></tr>
</tbody></table><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">They students <b>measured </b>and <b>recorded </b>the distance from home to each of the other five points. This measurement was taken at time one. We used <a href="http://school.discoveryeducation.com/curriculumcenter/universe/pdf/activity2.pdf">this data sheet. </a></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">An assigned group member then inflated the balloon to about the size of a grapefruit. This represented time two. The distance from home to each of the five points was measured again, while the air in the balloon was sealed inside. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This procedure of blowing more air into the balloon and measuring the distances was repeated six times and the data was collected in an observation table. </span></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="color: red; text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Analyze and Interpret = Explain</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-NHKC9YprCvE/Tv5fpxAWe3I/AAAAAAAAFTg/qgrUIaiqRwc/s1600/IMG_0411.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://2.bp.blogspot.com/-NHKC9YprCvE/Tv5fpxAWe3I/AAAAAAAAFTg/qgrUIaiqRwc/s320/IMG_0411.JPG" width="240" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-eFQCKX2VLU4/Tv5frXChZOI/AAAAAAAAFTo/mEn2vDLB06o/s1600/IMG_0412.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-eFQCKX2VLU4/Tv5frXChZOI/AAAAAAAAFTo/mEn2vDLB06o/s320/IMG_0412.JPG" width="240" /></a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students <b>graphed</b> their data in a simple line graph of time versus Distance from home point. They used a different colour for each line on the graph and a key to define each line.</span></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="color: red; text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">4.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Communicate = Extend</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In their final report the students had three questions to <b>discuss</b>. They were:</span></div><div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How did the distance from the home dot to each of the other galaxies change each time you inflated the balloon?</span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Did the galaxies near home or those farther away appear to move the greatest distance?</span></div><div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How could you use this model to simulate the <i>Big Crunch</i>, a time when all the galaxies might collapse in on themselves?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This activity was very successful. It helped students who are not destined to be rocket scientists of astronomers understand our concept of an expanding universe. Although they used simple mathematics, measuring and line graphing, it helped them understand why I am always telling them that a lot of what we know about space has been proved mathematically. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I recommend this activity for hands-on learners of all ages!</span></div><div class="MsoNormal"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-32369138888019962542011-12-30T12:13:00.001-05:002011-12-30T12:59:57.985-05:00Canadian Space Agency Sponsors Guest Speaker at Our School! – blog post #47<div class="MsoNormal" style="line-height: normal;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;"> Just three days after returning from their Christmas holidays the science and math students at <a href="https://pih.ocsb.ca/webapps/portal/frameset.jsp">St. Pius X High School</a> are in for a special treat! Sponsored by the <a href="http://www.asc-csa.gc.ca/eng/default.asp">Canadian Space Agency</a>, <a href="http://spacegeneration.org/index.php?option=com_civicrm&task=civicrm/profile/view&reset=1&id=2441&gid=8">Adam Vigneron,</a> graduate student at Carleton University will be speaking to a select group of senior St. Pius X High School students in the school library during period two. </span></div><div class="MsoNormal" style="line-height: normal;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;"><span style="background-color: #f3f3f3;"><br />
</span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-vOY8pQ7lzmM/Tv3xAHIkFAI/AAAAAAAAFSM/vwWH3MkKLqM/s1600/AdamV_headshot.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-vOY8pQ7lzmM/Tv3xAHIkFAI/AAAAAAAAFSM/vwWH3MkKLqM/s200/AdamV_headshot.jpg" width="138" /></a></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Born and raised in Wilcox SK, Adam holds a bachelor’s degree in Engineering Physics from the University of Saskatchewan. While at the UofS, he was an active member of their Space Design Team (USST), competing in a space elevator challenge (focus area: wireless power transmission) and a Canadian <span style="background: none repeat scroll 0% 0% yellow;"></span></span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">nanosatellite</span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;"><span style="background: none repeat scroll 0% 0% yellow;"></span> competition. Adam also spent a term studying space physics at U of Tromsø in northern Norway. In his leisure time, Adam enjoys waterskiing, playing cards, curling, and is an avid scuba diver.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">While at St. Pius X High School, Adam will also be facilitating workshops on Solar Max with two of our grade nine classes. During these interactive 75 minute workshops students will be engaged in a variety of hands on activities. He will also be lunching with the science and math teachers; they are looking forward to discussing what essential skills he took away from high school with him.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">If you are going to be in Ottawa on Wednesday, January 11, 2012 and would like to be invited to Adam’s 10:20 a.m. presentation please send me a direct message on twitter (@EurekaTeacher) with your email address and I will extend one to you personally. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">You can be sure that there will be a follow up blog posting about this exciting day!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-63874450741458483122011-12-30T11:05:00.003-05:002011-12-30T12:55:11.699-05:00From the Space Quarterly Magazine -- Education Section<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-V5YeuaNzxRs/Tv3gq6I4Z5I/AAAAAAAAFR0/pLue8O2C5rc/s1600/046.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-V5YeuaNzxRs/Tv3gq6I4Z5I/AAAAAAAAFR0/pLue8O2C5rc/s320/046.JPG" width="240" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-cyC5KXjHpJY/Tv3gZrS8SwI/AAAAAAAAFRo/cH07RvtZ3-I/s1600/055.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div><div class="MsoNormal"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">During the summer of 2011 I had the opportunity to attend the <a href="http://www.asc-csa.gc.ca/eng/resources/gc/default.asp">Canadian Space Educator’s</a> conference which is sponsored and held at the <a href="http://www.asc-csa.gc.ca/eng/default.asp">Canadian Space Agency (CSA)</a>. It was fantastic and all expenses are covered by CSA! Subsequently I was interviewed by <a href="http://ca.linkedin.com/pub/randy-attwood/25/63b/768">Randy Attwood </a>from <a href="http://spacerefpress.com/sq/">Space Quarterly magazine</a> and am cited as a primary source for his article on the conference. The article appears below.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: BureauGrot-Medium; font-size: 6pt;">32 </span><span style="color: black; font-family: BureauGrot-Book; font-size: 6pt;">Space Quarterly </span><span style="color: black; font-family: BureauGrot-Medium; font-size: 6pt;">December 2011</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: #25418f; font-family: BureauGrot-Book; font-size: 14pt;">Education</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "TradeGothicLTStd-Bd2","sans-serif"; font-size: 30pt;">Inspiring the Next Generation of Space Explorers</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Akkurat","sans-serif"; font-size: 9.5pt;">By Randy Attwood</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: #77797b; font-family: "Akkurat","sans-serif"; font-size: 7.5pt;">Randy Attwood has been following the space program for over 40 years. He has appeared on television and radio for over 30 years as a commentator. He is a Senior Editor at <a href="http://spaceref.ca/">SpaceRef Interactive Inc.</a> And Managing Editor of </span><a href="http://spacerefpress.com/sq/"><i><span style="color: #77797b; font-family: "Akkurat-Italic","sans-serif"; font-size: 7.5pt;">Space Quarterly</span></i><span style="color: #77797b; font-family: "Akkurat","sans-serif"; font-size: 7.5pt;">.</span></a><span style="color: #25418f; font-family: BureauGrot-Book; font-size: 14pt;"> </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><b><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">While the space shuttle program was winding down </span></b><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">earlier this year, NASA produced several videos profiling the people who worked on the program. Astronauts, mission controllers, and support personnel were asked why they chose to work in the space business. Many had the same answer: they had watched the first Apollo moonwalk at a very young and impressionable age. The idea of going into space stuck with them through school, and they made it their careers.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Now, with the remaining space shuttle orbiters heading to museums and the number of opportunities to fly in space reduced to a minimum, who will inspire today’s young people to follow the same paths to space? Not everyone wants to be an astronaut; some want to be engineers and technicians. But all have a story about a certain event or individual who inspired them to stay in school and follow their dream to space. For many, that person is a teacher.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Approximately every 10 years or so, the Canadian school curricula are revised. In the late 1990s, astronomy and space program material appeared in the grades 6 and 9 science curricula</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">for most provinces. Not all science teachers have a background in astronomy; so many teachers were suddenly facing classrooms full of eager students with a thousand questions. The teachers cried out for help.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">One resource for teachers to turn to is the annual Space Educator Conference held at the Canadian Space Agency (CSA) headquarters in Saint-Hubert, Québec. This three-day conference held in early August provides an opportunity for educators to participate in workshops with CSA engineers and scientists. The conference covers space-related, curriculum-relevant topics at the primary and secondary levels.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Marilyn Steinberg is the Program Manager, Space Learning Program, at the CSA. In a recent interview with <i>Space Quarterly</i>, she talked about how it is a challenge to bring space to the students in the classroom: “Space is a natural hook because children tend to look outward. Space is not a concept; it is a context. From that context, you can explain and teach a vast variety of concepts that appear in the science, math, and technology curricula across the nation. The challenge for teachers,” she says, “is how to translate content so students can understand, engage, and apply it to their own experiences.</span></div><a href="http://2.bp.blogspot.com/-PFugmQHJJ98/Tv3gyuvqHaI/AAAAAAAAFSA/hLUAlbfBiz0/s1600/049.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-PFugmQHJJ98/Tv3gyuvqHaI/AAAAAAAAFSA/hLUAlbfBiz0/s200/049.JPG" width="150" /></a><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">“The children are glowing with anticipation. They want to get their hands dirty; they want to think about the problem, they want to attack it. For a teacher who does not have a background in space, it is hard to satisfy the students’ expectations. The program we have developed here attempts in a variety of ways to address that. We give [the teachers] the opportunity to live, breath, and know space. We do this by offering the same kind of workshop that we would offer students. “We also want to make sure that the educator community has an opportunity to integrate with the scientists and engineers. The two communities speak vastly different languages. We take the time to train the scientists and engineers. They learn about curriculum, and they learn about teaching strategies. Ultimately, they are speaking the language of the classroom to the educators.”</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">One of the educators who attended this summer’s conference was Kay Stephen, a high school teacher from Ottawa: “The Educators Conference was amazing. My background is chemistry and biology so I didn’t know a lot [about space]. For teachers without a space background, the textbook is a good starting point. But things are changing all the time in space. After the conference, I felt current with what was happening in space and knew where they were going to next.”</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">An important aspect to teaching in Canada is STSE, which stands for science, technology, society, and the environment. (In the United States, they use STEM, which stands for science, technology, engineering and mathematics.) Essentially, STSE is the application of what the student learns in science to other areas, including his or her own environment and daily experiences. It is answering the question, what does this have to do with me?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Applying STSE to teaching space exploration is very important to Stephen: “That is what it is all about. That is where it all comes together. That’s where the kids take all the theory and apply it to real life.”</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Stephen teaches applied-level students and says that without STSE, her students would not be engaged at all. “Every day, that’s all they want to do: get their hands on an activity, get their critical thinking engaged, and apply what they are learning.”</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Stephen says that the highlight of this year’s conference was the workshop on Mars. “They</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">have an area that simulates the surface of Mars. They took us through the different labs where the actual research scientist made the presentation. There were no stupid questions. They spoke to me at my level. I can take the information back to my own grade 9 students. I was very impressed.”</span></div><a href="http://2.bp.blogspot.com/-cyC5KXjHpJY/Tv3gZrS8SwI/AAAAAAAAFRo/cH07RvtZ3-I/s1600/055.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-cyC5KXjHpJY/Tv3gZrS8SwI/AAAAAAAAFRo/cH07RvtZ3-I/s200/055.JPG" width="150" /></a><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">The CSA does more than run the educator conference, though. Students can visit the CSA headquarters for workshops, and the CSA also sends presenters to schools. They perform 280 workshops a year. The educators who cannot get to the CSA can access online resources on the CSA Educator website.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">And there are other programs for educators to use. The Tomatosphere project, which the CSA co-sponsors, has been active for the past nine years. Tomato seeds that have travelled in space are made available to students to grow and compare to similar seeds that have stayed behind on Earth. Students receive two packs of seeds; they conduct a scientific experiment and compare the germination rates of the two seed sets. Only after the experiment do they learn which pack of seeds had been exposed to a space environment and which were Earth seeds. During the nine year program, Steinberg estimates that 2 million students have participated in the Tomatosphere project.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">A major project the CSA is working on for educators will be released a year from now. It</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">is a 3D interactive program that immerses the student into the space environment. With a Chris</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Hadfield avatar as the student’s guide, they will learn to live on the International Space Station or fly the Russian Soyuz spacecraft. All along, they will be given problems to solve that require them to apply the scientific method and understand several important concepts. Their teacher will be linked in to monitor the students’ progress and act as Mission Control. The student avatars will join the Hadfield avatar and shrink down to either explore the internals of a green plant on the space station or examine the insides of a rocket engine on the Soyuz.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">The challenge for the CSA? Canada is a large country, and there are thousands of teachers struggling to bring space and astronomy to their students. Unlike NASA, which has education centres spread across the country and a much bigger budget, the CSA is isolated on Montreal’s south shore.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">“Many teachers don’t even know there is a CSA. [It’s] Canada’s best kept secret,” points out Kay Stephen. “Canadian educators need to know that there are grants to get CSA scientists to visit your schools.” </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">The CSA is about to undergo potentially severe budget cuts. Hopefully the CSA programs, which are meant to help educators across the country inspire our future space scientists, will not be too severely affected.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div>All photo credits in this blog post: Kay StephenUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-80289003700760791892011-12-03T18:24:00.001-05:002011-12-03T18:27:04.546-05:00I Wonder: What’s In the Package? Blog #45<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Christmas is coming! I am a champion of guessing what is in all the beautiful packages under my tree! My family has despaired of even trying to trick me; I can simply look at the gift and proclaim its contents. This talent has taken me many years to refine!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-OX9RlBxrGig/Ttqt0NQtAYI/AAAAAAAAFOs/2cfRu3Ew6Ms/s1600/958_1322.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="112" src="http://4.bp.blogspot.com/-OX9RlBxrGig/Ttqt0NQtAYI/AAAAAAAAFOs/2cfRu3Ew6Ms/s200/958_1322.JPG" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="margin-left: 72pt; text-indent: -36pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> ENGAGE = INITIATE AND PLAN</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This week I received a package at school which made me think of setting up an inquiry based lesson. I placed the package strategically on my desk where the students couldn’t help but notice it. Questions such as “What’s in there?”, “Whose that package for?” and “What’s in the box?” were posed <i>ad hoc</i> as the students came into the room and got settled for their lesson.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">My response to each question was simply: <b>“I wonder . . .”</b> When students are engaged with a sense of wonder their inquiring minds quickly fill with fabulous questions. It is WONDERful!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">We decided that the question we wanted to answer was: “What’s in the Package?” Hence the package contents were the <b>independent variable</b> of our inquiry. What was in there was completely independent of anything we controlled. Opening the package would be the <b>dependent variable</b>, because it would depend on our actions. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In order to solve our inquiry, “What’s in the package?, several wonderful questions were posed:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">How big is the box?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">How much does it weigh?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Who is it from?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">4.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Who is it addressed to?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">5.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">How was it delivered?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">6.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Does it make a sound when it is shaken?</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">7.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Does it have an odour?</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This list of variables could all be observed and measured.</span></div><div class="MsoListParagraph" style="margin-left: 72pt; text-indent: -36pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">II.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">EXPLORE = PERFORM AND RECORD</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students worked together to determine the answers to their list of variables. It was determined that:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The box was the size of a small shoe box.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The box was very light.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The box was from Boreal Scientific Suppliers.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">4.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The box was addressed to me, their teacher.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">5.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The box had been delivered by courier.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">6.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">There was no sound when though box was shaken.</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">7.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The only detectable odour coming from the box was one of cardboard.</span></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="margin-left: 72pt; text-indent: -36pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">III.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">EXPLAIN = ANAYZE AND INTERPRET</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Now that the information gathering phase of their inquiry was complete the students were ready to do some research before making informed predictions about the contents of the box. Because they had no prior knowledge of the items available from Boreal Scientific I directed them to <a href="http://boreal.com/">the web site </a>and allowed them to use the technology they had in their pockets.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Predictions came fast and furious. They included:</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Test tubes, clamps, beakers, periodic tables, magnesium ribbon, dissection material!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students were so engrossed in the possibilities I actually had to cut them short due to time constraints. Honestly, I think they would have been quite happy to look at all the items available from a scientific supplier all day!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">It was time for the big reveal! Please make your own prediction before reading any further in this blog!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-iN6PzATblt8/Ttqt5MIrDLI/AAAAAAAAFO0/udKufWQe30c/s1600/960_1323.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="112" src="http://1.bp.blogspot.com/-iN6PzATblt8/Ttqt5MIrDLI/AAAAAAAAFO0/udKufWQe30c/s200/960_1323.JPG" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The box was opened!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A large packing bag full of air was removed!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-iYQStNIOXb0/Ttqt-fHD9dI/AAAAAAAAFO8/1iSCS-thjYU/s1600/960_1324.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="112" src="http://2.bp.blogspot.com/-iYQStNIOXb0/Ttqt-fHD9dI/AAAAAAAAFO8/1iSCS-thjYU/s200/960_1324.JPG" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A small bubble wrapped item was revealed!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-QDvJv6Nd1Us/TtquDQ6V-sI/AAAAAAAAFPE/H7eq9D824ZU/s1600/960_1325.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="http://4.bp.blogspot.com/-QDvJv6Nd1Us/TtquDQ6V-sI/AAAAAAAAFPE/H7eq9D824ZU/s320/960_1325.JPG" width="320" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="margin-left: 72pt; text-indent: -36pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">IV.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">EXTEND = COMMUNICATE</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What was the item?</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">It was <a href="http://boreal.com/porcelain-crucible-covers/p/IG0026010/">one crucible lid!</a></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Discussion, explanations, and reflections ensued!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Did you guess the contents of the package?</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">By establishing a fantastic list of questions to guide their inquiry my students demonstrated to me that they were engaged in critical thinking skills. Maybe one day they will be as good at guessing the contents of their Christmas presents as I am! (= real world transfer of skills)</span></div><div class="MsoNormal"><br />
</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-1076763516221814185.post-61722434946063805342011-11-26T22:12:00.000-05:002011-11-26T22:12:20.669-05:00Twelve Hour Field Trip is Eleven Hours Too Long -- Blog Post #44<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="font-size: small;">In Ontario our Ministry of Education has a relatively new initiative called<a href="http://www.edu.gov.on.ca/eng/studentsuccess/pathways/shsm/shsm_fact_sheet.pdf"> Specialist High Skills Majors (SHSM)</a> in our high schools. SHSM is designed to <span style="color: #231f20; font-family: "Frutiger-Cn","sans-serif";">allow students to focus their learning on a specific</span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="color: #231f20; font-family: "Frutiger-Cn","sans-serif";">economic sector while meeting the requirements to graduate from secondary school. <span> </span>At our high school, in addition to teaching science and math, <span> </span>I also run the SHSM Program in Justice: Community Safety and Emergency Services which is aimed at students who may be interested in pursuing a<span> </span>career in policing, fire fighting, paramedicis, law, social work, child youth worker, border patrol, security, park ranger, etc. </span></span></div><div class="MsoNormal"><span style="font-size: small;">Last Friday the students in our Specialist High Skills Major program had the opportunity to participate in a 12 hour field trip with me. Looking sharp in our black SHSM tee-shirts, we started at Algonquin College where we visited the fire fighting, paramedic and police services labs. After a nutrition (?) break at MacDonald’s we travelled by public transportation to a local rock climbing gym where the students <span> </span>participated in over 2 hours of training and participating in rock climbing. </span></div><div class="MsoNormal"><span style="font-size: small;">Rock climbing is, for the most part, a buddy activity and students who do not normally interact with each another quickly buddied up in order to maximize their participation time. I had no idea that so many of our students are part monkey, or possibly related to Spiderman but they were all extremely adept at climbing and very proud of their accomplishments. I hesitate to describe the “happy dance” that one chronically depressed student did upon reaching the apex of a cliff because it was so graphically disturbing, there was however, pure joy on his face!</span></div><div class="MsoNormal"><span style="font-size: small;">By now it was 3 o’clock in the afternoon. All students were respectful and orderly all day. <span> </span>Five of our students had to leave the group due to either employment or family commitments. The remaining ten went onto “volunteer time”. <span> </span>Together we taxied over to one of the local elementary school s where our students were the facilitators for the Grade 6 Leadership Camp. If you knew the stories behind the students that were participating you would completely understand why I may be considered, by some, to be a risk taker.</span></div><div class="MsoNormal"><span style="font-size: small;">During this camp I made some observations of our students as they interacted with the 11 – 12 year olds. </span></div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>A new Canadian hesitant to speak English in public and a young lady who has been “thrown away” by her family</u></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size: small;">An amazing pair who were in charge of an “Agree- disagree” Activity Center. <span> </span>They came up with amazing topics for the youngsters to debate and asked great questions to keep the debate going! They couldn’t believe how engaged the children were in what they considered to be a boring activity!</span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><br />
</div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>An weak academic grade 10 student and a hyper-active grade 11 student who has had to raise himself</u></span></div><div class="MsoNormal"><span style="font-size: small;">A fantastic partnership that ran a “parachute” Activity Center. They both spoke with authority but respect to the students. <span> </span>They modelled learning and improvised on the fly. At one stage, the ADHD student asked permission from his partner to move over to the adjacent Activity Center where he could see his peer was struggling with a rowdy group of students!</span></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>Tiny little gymnast</u></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size: small;">Single-handedly (until ADHA guyn offered to help) put small groups through their paces as they passed hula hoops around a closed circle. Came up with lots of variations on the theme! Her height may be instrumental in bringing out the caring and compassionate side of people.</span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><br />
</div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>Grade 12 girl who keeps her nose clean and flies under the radar</u></span></div><div class="MsoNormal"><span style="font-size: small;">So calm and in command with the tee shirt Decorating Activity that after she had explained the concept to the first group no other group needed instruction and each became calmer and calmer in her presence!</span></div><div class="MsoNormal"><br />
</div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>Grade 10 boy, anxious to please!</u></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size: small;">OOOoooh grade 6 girls love this boy! His self-confidence, energy and deportment make him quite the (young)ladies man! Who knew?</span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><br />
</div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>Shy Gradde 11 girl</u></span></div><div class="MsoNormal"><span style="font-size: small;">Her shyness is her biggest obstacle. She really struggled when trying to facilitate each group of youngsters in coming up with their team cheer. Once Michelle was imported to help her the cheering really took off!</span></div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>7.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>Struggling ADD grade 12 girl</u></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size: small;">Possibly the most flexible, compliant and enthusiastic of the group. She moved from group to group helping where she was needed. She is almost too independent to work with a partner! Her organizational skills (when it comes to others) are phenomenal! </span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><br />
</div><div class="MsoListParagraph" style="margin-bottom: 0.0001pt; text-indent: -18pt;"><span style="font-size: small;"><span><span>8.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><u>Chronically depressed happy dancer</u></span></div><div class="MsoNormal"><span style="font-size: small;">Our official photographer / videographer for the Leadership Camp. This may have been his big break!</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: small;">This may all sound very civilized and organized but let me assure you if I EVER comment about the noise level in my class room again please remind me of the sound of 40 excited grade sixers echoing off the walls of a school gym on a Friday night. It is not an exaggeration to say that my ears were ringing for hours afterwards!</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: small;">So it was a fantastic day on many levels but I am not going to lie to you, by 7 o’clock I was out of Tylenol, I had dined on a potluck supper of salad and potato chips, my head was spinning and I was plotting a way out! At this time the most unlikely student of the group came over to me with a cookie, gave me a hug and reassured me that I could get through this! <b>Can you guess who that student is?</b></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: small;">Thank you to this student for reminding me that this is why I teach!</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-77830221212018441132011-11-20T19:12:00.000-05:002011-11-20T19:12:14.716-05:00Using Molecular Modelling Kits to Predict, Explain, Observe, Explain the Relationship between Chemical Formulas and Molecular Shapes – Post #43<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> In my grade nine applied science class the students are typically very good at both interpreting a chemical formula and in building molecular models, using the tradition ball and stick kits. However, when it comes to the higher order thinking required to add or subtract an atom from a molecular compound they are not able to visualize how the molecular shape is changed. This semester I decided to use the <b>Predict, Explain Observe, Explain (P.E.O.E.)</b> model that is encouraged by <a href="http://smarterscience.youthscience.ca/">Smarter Science</a> to help the students move forward in their thinking.</span> <br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-VQeRqlmkXDY/TsmQkfBsC4I/AAAAAAAAFNc/OECVEYJcH6E/s1600/002.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-VQeRqlmkXDY/TsmQkfBsC4I/AAAAAAAAFNc/OECVEYJcH6E/s200/002.JPG" width="150" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Prior to performing this activity the students were taught how to deconstruct a chemical formula. That is, they could articulate that H<sub>2</sub>O (water) was a molecule composed of two hydrogen and one oxygen atom whereas H<sub>2</sub>O<sub>2</sub> (hydrogen peroxide) was a molecule made up of two hydrogen and two oxygen atoms. Although the students were familiar with the Periodic Table and knew that families or groups represented the vertical columns and atoms in the same family shared chemical and physical properties they were unable to interpret the number of valence electrons each atom has and how this influenced chemical bonding.</span></div><a href="http://3.bp.blogspot.com/-VRZmCFruSbE/TsmQmyOgpKI/AAAAAAAAFNk/rwtjyotXdXg/s1600/003.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-VRZmCFruSbE/TsmQmyOgpKI/AAAAAAAAFNk/rwtjyotXdXg/s200/003.JPG" width="200" /></a><a href="http://3.bp.blogspot.com/-y3tMwPjNWR4/TsmQoh0hAcI/AAAAAAAAFNs/yeFo5uq56YY/s1600/004.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-y3tMwPjNWR4/TsmQoh0hAcI/AAAAAAAAFNs/yeFo5uq56YY/s200/004.JPG" width="200" /></a><a href="http://4.bp.blogspot.com/-K3F_GpyYDcA/TsmQwp7AjwI/AAAAAAAAFOM/H7O_2FCXbFE/s1600/009.JPG" style="margin-left: 1em; margin-right: 1em;"></a><div class="MsoListParagraph" style="text-indent: -18pt;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Initiate and Plan</span></b></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">To <b>engage</b> the students in this activity I began by distributing the molecular model kits and explaining the reason that different coloured balls had a different number of holes. Together we observed the colour coding of the atoms, their position on the Periodic Table, the number of holes drilled into the model atoms and the number of valence electrons they each had. <u>Most students were very confused at this stage.</u></span></div><div class="MsoListParagraph" style="text-indent: -18pt;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Perform and Record</span></b></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In pairs, the students found the correct coloured atoms to build one molecule of water and built it. It quickly became apparent that unless the oxygen atom was placed in the center the molecule could not exist. It was further observed that the molecule was “bent” or angled, and could not be a straight line.</span></div><a href="http://4.bp.blogspot.com/-t99-yFSS0xk/TsmQqiCczAI/AAAAAAAAFN0/CZ_z47Ir4Kw/s1600/006.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-t99-yFSS0xk/TsmQqiCczAI/AAAAAAAAFN0/CZ_z47Ir4Kw/s200/006.JPG" width="200" /></a><a href="http://1.bp.blogspot.com/-JIGjRosGvy8/TsmQ1guB3JI/AAAAAAAAFOU/I2eAz_ULVgM/s1600/005.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-JIGjRosGvy8/TsmQ1guB3JI/AAAAAAAAFOU/I2eAz_ULVgM/s200/005.JPG" width="200" /></a><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-18owa-3ni7E/TsmVQJhbGUI/AAAAAAAAFOk/IDt6oOX2ODE/s1600/008.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I distributed the <a href="http://smarterscience.youthscience.ca/sites/default/files/peoe-steps-set-1-template.pdf">P.E.O.E. template</a> to the students and had them <b>predict</b> how the look (shape, geometry) of an atom of H<sub>2</sub>O would change if one atom of oxygen was added, making H<sub>2</sub>O<sub>2</sub>. When asked to make this prediction on paper most students just drew an oxygen atom to the oxygen atom that was central to the water molecule. They did not take into account that there were insufficient valence electrons to make this possible. This concept appears to be too abstract for these learners at this stage of their academic career. </span></div><div class="MsoListParagraph" style="text-indent: -18pt;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-WZXF_jx1ryE/TsmVPEMiOlI/AAAAAAAAFOc/HVuli7LDhWQ/s1600/007.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-WZXF_jx1ryE/TsmVPEMiOlI/AAAAAAAAFOc/HVuli7LDhWQ/s320/007.JPG" width="240" /></a></div><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Once the students had completed box 2 of their P.E.O.E. template they were then instructed to build the H<sub>2</sub>O<sub>2</sub> molecule. When given the hands-on model to build they immediately realized that their predictions were incorrect, took their water molecule apart and <b>constructed </b>the correct molecule for H<sub>2</sub>O<sub>2</sub>.<span> </span></span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-18owa-3ni7E/TsmVQJhbGUI/AAAAAAAAFOk/IDt6oOX2ODE/s1600/008.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-18owa-3ni7E/TsmVQJhbGUI/AAAAAAAAFOk/IDt6oOX2ODE/s320/008.JPG" width="240" /></a></div><div class="MsoListParagraph" style="text-indent: -18pt;"><br />
</div><div class="MsoListParagraph" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Analyze and Interpret</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span></div><div class="MsoListParagraph" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">When the students <b>compared</b> their models of water to that of hydrogen peroxide they were able to <b>contrast</b> their shapes (bent vs. straight line)</span></div><a href="http://3.bp.blogspot.com/-Ex4pZqy1g6I/TsmQu4sqslI/AAAAAAAAFOE/nFnDO0me4dE/s1600/008.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-Ex4pZqy1g6I/TsmQu4sqslI/AAAAAAAAFOE/nFnDO0me4dE/s200/008.JPG" width="150" /></a><div class="MsoListParagraph" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">.</span><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Communicating</span></b></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students used the PE.O.E.<span> </span>to communicate what they had learned about the relationship between the chemical formula and the look of the molecule. They went on to build a number of various molecules. Initially I supplied them with a list of chemical formulas to build and draw. Subsequently they built molecules <i>ad hoc</i> and determined their chemical formulas. Lots of authentic learning occurred, everyone had fun and my learning outcomes were achieved.</span></div><a href="http://4.bp.blogspot.com/-K3F_GpyYDcA/TsmQwp7AjwI/AAAAAAAAFOM/H7O_2FCXbFE/s1600/009.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-K3F_GpyYDcA/TsmQwp7AjwI/AAAAAAAAFOM/H7O_2FCXbFE/s200/009.JPG" width="150" /></a><div class="MsoNormal"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What learning outcomes?</span></b></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">From Strand A of our Ministry document – <b><i>Scientific Skills and Investigation</i></b> we demonstrated scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating) (A1). We also selected appropriate instruments and materials for particular inquiries (A1.2). And from the <b><i>Chemistry</i></b> unit we demonstrated an understanding of the properties of common elements and simple compounds, and general features of the organization of the periodic table (C3). </span></div><a href="http://4.bp.blogspot.com/-e9KDmCEkZ4w/TsmQst4lI3I/AAAAAAAAFN8/t9Kc3OeWodo/s1600/007.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-e9KDmCEkZ4w/TsmQst4lI3I/AAAAAAAAFN8/t9Kc3OeWodo/s200/007.JPG" width="200" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What strategies do you use to help these learners understand that importance of chemical bonding in molecular geometry?</span></div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1076763516221814185.post-7481064086215468532011-11-14T20:56:00.000-05:002011-11-14T20:56:09.116-05:00“How long does it take to eat a Freezie?” -- A Math Inquiry: Blog #42<a href="http://4.bp.blogspot.com/-Xypt4sAvKXc/TsHB5Juk6uI/AAAAAAAAFMk/QL1dsS-_pOY/s1600/030.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br />
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<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"></span></div><div class="MsoNormal"><a href="http://2.bp.blogspot.com/-VBhcjDw9hNo/TsHBpeeHFAI/AAAAAAAAFL8/fa69xAPT7ss/s1600/010.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-VBhcjDw9hNo/TsHBpeeHFAI/AAAAAAAAFL8/fa69xAPT7ss/s200/010.JPG" width="150" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Since being pumped up from the <a href="http://stao.ca/">Science Teachers Association of Ontario’s (STAO)</a> conference last week, where I was awarded the Secondary Schools Science Teacher of the Year 2011 by Youth Science Canada, I decided to do an inquiry based lesson with my math class today.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://1.bp.blogspot.com/-iePxOiBUJsw/TsHB2qTHOtI/AAAAAAAAFMU/KPQsCwTKtfg/s1600/028.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-iePxOiBUJsw/TsHB2qTHOtI/AAAAAAAAFMU/KPQsCwTKtfg/s200/028.JPG" width="200" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Some people may have hesitated before trying inquiry based learning with my math class for any number of reasons:</span></div><ul><li><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Class room dynamics are unpredictable</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each learner is on their own individualized learning plan (IEP)</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A wide range of mathematical ability</span></li>
<li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">50% of the students are English Language Learners (ELL)</span></li>
<li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I’ve been out of the classroom for the past 3 teaching days </span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This is a split level math class with KNN9A, MAT1L<span> </span>and MAT2L students present</span></li>
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</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">No worries! I am confident this will work! The inquiry we conducted was: <b>“How long does it take to eat a Freezie?”</b> For those of you unfamiliar with freezies they are basically frozen sugar water sealed inside a flexible plastic cylinder. Kids cut the top off the plastic, push up the frozen treat and enjoy them – especially in hot weather.</span></div><a href="http://2.bp.blogspot.com/-hg90-yNTSPE/TsHB1ROfFLI/AAAAAAAAFMM/-tp9dKUpjLs/s1600/027.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-hg90-yNTSPE/TsHB1ROfFLI/AAAAAAAAFMM/-tp9dKUpjLs/s200/027.JPG" width="150" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Together we brainstormed all the possible variables that needed to be taken into consideration prior to conducting our test. Here is the list that the students generated:</span></div><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Temperature -- Frozen or liquid</span></li>
</ul><ul><li><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">How hungry are you?</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Eating techniques</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What size is the Freezie?</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Colour – it was determined via discussion that the students eat their favourite colour faster than others</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">How many do you have? Class discussion revealed that if there was only one freezie a person would be more apt to take their time and enjoy it whereas they would gobble it up quickly if there were lots more available to them</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Would you be just eating, or eating while talking?</span></li>
</ul><a href="http://1.bp.blogspot.com/-61xsGa5wGk0/TsHB_RznNzI/AAAAAAAAFNM/40yRZN-GRG8/s1600/036.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-61xsGa5wGk0/TsHB_RznNzI/AAAAAAAAFNM/40yRZN-GRG8/s200/036.JPG" width="150" /></a><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Since I was the holder of the freezies I was able to inform the students that the freezies were currently:</span><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"> </span></span></span></div><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Frozen</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Large</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Various colours</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">They would each get one</span></li>
</ul><ul><li><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span><span style="font: 7pt "Times New Roman";"></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">They would just eat and not talk</span></li>
</ul><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Next the students each thought about long it takes them to eat a Freezie and recorded their estimate. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students were then instructed to pull out whatever technology they had in their pocket and find the timer or stop-watch feature on it. This integration of 21<sup>st</sup> century technology lead to several teachable moments while the students were amazed that they even<span> </span>had this capacity on their gadgets, downloaded appropriate apps from the internet and helped each other with this task. Those who had no technology moved to sit with those who did without me guiding them whatsoever. <span> </span>The collaboration between the students was natural and free flowing! </span></div><a href="http://1.bp.blogspot.com/-E5d6GugQx-U/TsHB7pETrtI/AAAAAAAAFM0/yM9lAoZDJw0/s1600/032.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-E5d6GugQx-U/TsHB7pETrtI/AAAAAAAAFM0/yM9lAoZDJw0/s200/032.JPG" width="150" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students cut the tops off their freezies, started their timers and sat back to enjoy their investigation. As each student completed their eating task they recorded their time.</span></div><a href="http://3.bp.blogspot.com/-HBD7VhBqHcs/TsHB352nrxI/AAAAAAAAFMc/cjAXiEbiWYE/s1600/029.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-HBD7VhBqHcs/TsHB352nrxI/AAAAAAAAFMc/cjAXiEbiWYE/s200/029.JPG" width="150" /></a><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">By the time all the data was collected and tabulated today’s class was over. Tomorrow we shall move on to analysis. The type of information the students will be expected to extract from the data will depend on what level they are working at. The types of questions that shall be posed range from: “Who ate their Freezie the fastest” to “calculate the mode of the time it took for the freezies to be eaten in our class.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Because the students are working with data they generated themselves they have ownership of it. This makes the learning task engaging and authentic to them. Learning is fun!</span></div><a href="http://1.bp.blogspot.com/-RjxZ96NA6L4/TsHB-JU0ykI/AAAAAAAAFNE/gE9wHhK2ob8/s1600/035.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-RjxZ96NA6L4/TsHB-JU0ykI/AAAAAAAAFNE/gE9wHhK2ob8/s200/035.JPG" width="150" /></a><a href="http://2.bp.blogspot.com/-HMA5VYytgjI/TsHB0I9XdoI/AAAAAAAAFME/vz2FO9q45_8/s1600/026.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-HMA5VYytgjI/TsHB0I9XdoI/AAAAAAAAFME/vz2FO9q45_8/s200/026.JPG" width="150" /></a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1076763516221814185.post-84466932975079169962011-10-31T20:55:00.000-04:002011-10-31T20:55:43.283-04:00Demonstrating a Chemical Reaction -- Post #42<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">My grade nine applied science class is currently studying a unit on chemistry. We have learned the types of evidence for a chemical reaction occurring (colour change, bubble, heat / light, formation of precipitate).</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">In this demonstration of “elephant tooth paste” we are looking for evidence that it is a chemical reaction. In the first video you will note that the reaction is not impressive. In the second video the reaction is more impressive and the students are more engaged.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/luOVtCK9GJ4?feature=player_embedded' frameborder='0'></iframe></div><br />
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</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Listen to the questions that are being generated by the students!</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/bGviFIUDK34?feature=player_embedded' frameborder='0'></iframe></div><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;">Allowing the students to record the reaction with their own electronic devices allows them to replay the activity over for friends and family, each time they watch it their learning is reinforced!</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">To make elephant toothpaste:</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">(CAUTION! CORROSIVE!)</span></div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"><span style="font-family: Calibri;">1.</span><span style="font: 7pt 'Times New Roman';"> </span><span style="font-family: Calibri;">Put 50 mL H<span style="font-size: x-small;">2</span>O<span style="font-size: x-small;">2</span> into a 1000 mL graduated cylinder Add about 20 ml liquid soap</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"><span style="font-family: Calibri;">2.</span><span style="font: 7pt 'Times New Roman';"> </span><span style="font-family: Calibri;">Swirl</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"><span style="font-family: Calibri;">3.</span><span style="font: 7pt 'Times New Roman';"> </span><span style="font-family: Calibri;">Add a few drops of food colouring (optional)</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"><span style="font-family: Calibri;">4.</span><span style="font: 7pt 'Times New Roman';"> </span><span style="font-family: Calibri;">Add about 10 mL KI (catalyst)</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; text-indent: -0.25in;"><span style="font-family: Calibri;">5.</span><span style="font: 7pt 'Times New Roman';"> </span><span style="font-family: Calibri;">Stand back!</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;">Which one of the student generated questions or comments impressed you the most? Leave your reply in the comment box below!</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-67477798777059276992011-10-02T22:00:00.000-04:002011-10-02T22:00:24.996-04:00Comparing Compostable (Starch based) Plastic to Tradition (Petroleum Based) Plastic: An Inquiry – Blog #41<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-aJSx2MmT_Tg/TokTU3SyX_I/AAAAAAAAFJU/6WATOECsjZk/s1600/033.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="http://3.bp.blogspot.com/-aJSx2MmT_Tg/TokTU3SyX_I/AAAAAAAAFJU/6WATOECsjZk/s200/033.JPG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Petroleum-based plastic (top) and Starch-based plastic (bottom) reaction with 5 drips of acid, for 5 minutes.</td></tr>
</tbody></table><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This week my grade nine applied science designed and performed an inquiry into the difference between compostable and petroleum-based plastic. This idea came to me while shopping at our local “dollar store” where I espied some packages of “compostable plastic bags”. These bags are specifically banned from our municipal composting program and I started to wonder if they really do break down and if so under what conditions. We are currently studying ecology in class so I bought a package of the compostable bags and took them into school. </span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-bQjW_attk1k/TokTs2jcnsI/AAAAAAAAFJY/x6p_MLpyn4Y/s1600/028.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div><div class="MsoNormal"><br />
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-bQjW_attk1k/TokTs2jcnsI/AAAAAAAAFJY/x6p_MLpyn4Y/s1600/028.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" height="150" src="http://3.bp.blogspot.com/-bQjW_attk1k/TokTs2jcnsI/AAAAAAAAFJY/x6p_MLpyn4Y/s200/028.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Strength test</td></tr>
</tbody></table><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">When I showed the package to the students I had to take a step back because most of them did not know the word or the concept of composting. <span> </span>So we spent an entire period learning about “compostable” and “ biogradable”. Those who did have prior knowledge shared what they knew, then YouTube and I filled in the blanks.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Now that the students understood that bags that are labeled as “compostable” are expected to break down in nature, I passed out a small piece (about 5 cm x 5 cm) of the two types of plastic to each of them. I encouraged them to feel the plastics and discuss with a partner various properties that could be compared between the two plastics. The students came up with an amazing list of nine properties! The properties they thought could be compared were:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Colour</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Texture</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Odour</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Density</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Strength</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>6.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Stretchability (plasticity)</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>7.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Reaction in acid</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>8.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Reaction in water</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>9.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Flammability</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This list of nine properties was <b><i>the independent variables</i></b> that we would study during our investigation.</span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-_xh680OgWIA/TokUGZZ-x1I/AAAAAAAAFJc/H0NglyX_pNc/s1600/026.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="150" src="http://3.bp.blogspot.com/-_xh680OgWIA/TokUGZZ-x1I/AAAAAAAAFJc/H0NglyX_pNc/s200/026.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Checking odour by wafting.</td></tr>
</tbody></table><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Prior to getting into the details of how to test for these properties the class brainstormed what variables would have to be controlled in order for the tests to be fair. They decided the <b><i>controlled variables</i></b> should be:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Size of plastic sample</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Volume of water (where applicable)</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Volume of acid (where applicable)</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Temperature of the liquids used</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Time (where applicable)</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-asGiyqiRtVY/TokUedUH6SI/AAAAAAAAFJg/NnvX6kOy3Bs/s1600/032.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://2.bp.blogspot.com/-asGiyqiRtVY/TokUedUH6SI/AAAAAAAAFJg/NnvX6kOy3Bs/s320/032.JPG" width="240" /></a></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students were then instructed to work with a partner. Each pair of students was given one of the independent variables to consider. Together the pair of students designed a simple method for testing for their assigned property. They jotted down their design plans and submitted them to me. These pieces of paper became <b><u>the procedure</u></b> for the comparison tests. I told the students I would consolidate the procedures that they had designed for each of the nine properties into one list for them to use when performing the inquiry.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Prior to class the next day, I did prepare a table wherein the procedure for each test was listed together with space for the students to record their observations. I also assembled all the apparatus and materials the students could possibly require to complete the lab and placed them in a central location. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students’ findings to date are that there was very little difference between these two types of plastics, when tested as described above. There remain two steps of my challenge to them:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Tomorrow I will give them the opportunity to design and implement any further tests they wish to use to compare the plastics, ie. boil in acid, boil in water, subject to freezing, etc. It will be up to the students to come up with any test ideas and implement them.</span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-sZFt3TLxlbU/TokVLWPnwgI/AAAAAAAAFJk/RoqFRJKUf6g/s1600/034.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="150" src="http://4.bp.blogspot.com/-sZFt3TLxlbU/TokVLWPnwgI/AAAAAAAAFJk/RoqFRJKUf6g/s200/034.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The expression on this studnt's face is typical during a student designed inquiry!</td></tr>
</tbody></table><div class="MsoListParagraphCxSpMiddle"><br />
</div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The next day they will have a choice of two activities; either write a letter to one of the plastic manufacturers describing their tests and the results <b><u>or</u></b> perform internet research to determine what other tests could have been performed that would have produced significantly different results for the two types of plastics. (ie. microbial activity, extended time, high temperatures)</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-TiWNik_b28I/TokVZrdoZjI/AAAAAAAAFJo/ODLmfiYQqQs/s1600/035.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-TiWNik_b28I/TokVZrdoZjI/AAAAAAAAFJo/ODLmfiYQqQs/s200/035.JPG" width="200" /></a></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Due to the high number of English Second Language (ESL) students in my class I am going to give the students the option of working either alone or to pair up in partners of English speakers with ESL students. This written product will be the final evaluation piece for this inquiry.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I would love to hear your ideas for other tests we could do on these two types of plastics, considering the restraints of a typical high school science lab. Please leave your comments and suggestions in the box below. </span></div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-ZXdQS-QKZ5g/TokVmB9-TqI/AAAAAAAAFJs/wLgW-vFCQuE/s1600/030.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-ZXdQS-QKZ5g/TokVmB9-TqI/AAAAAAAAFJs/wLgW-vFCQuE/s200/030.JPG" width="200" /></a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><br />
</span></div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1076763516221814185.post-19806192043071503152011-09-30T21:27:00.000-04:002011-09-30T21:27:20.482-04:00Hands-On Minds-On Math! -- Blog #40<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Today in my locally developed math class (grade 9 and 10) we had our first monthly auction and it was AWESOME!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Our entire course is based on the life skill of money. Every day the students both earn and spend money, keep tabs of their money and journal about it. Counting money, calculating change and estimating costs have been three skills we have honed this month. We have our own little micro-economy going on!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">At the end of each month we have an auction. Most of my items are donated by my twitter follower and for this I sincerely thank a wonderful PLN community. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">The money we use is fake but looks like actual Canadian currency and coins. I felt that using monopoly money would not have had the same impact on the learner’s experience. Students earn money by getting to class on time, helping each other, remembering to put up their hands, and during math games we play on the smart board. They also lose money if they are late, misbehave, etc.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Today I had 5 Xbox games sell for prices between $42.00 - $350.00. A student spent $262.00 on a cup of noodles! <b>Students were especially interested in buying items they could give to their mothers or items that would help with their learning</b>, ie. Packages of pencils, ruler with calculator built in, loose leaf!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Even my silent ESL students who I didn’t even know could talk were swept up in the bidding! The Pinoy twins who I thought were mutes got so caught up in the action they started to YELL! The “bad boy” who is on the brink of expulsion spent all of his money on a set of candles to take home to his mom!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">One million thanks to our amazing Educational Assistant who makes my life, and that of our students, easier in this class!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Next month I am going to have a videographer in my room to record our auction! Even describing it while I write this blog makes my heart beat faster! This is one of the richest, most authentic learning tasks I have ever shared with my students. I was doubled over with laughter during some of the bidding, it was so intense. I am filled with love and pride at the accomplishments of this class. Just four weeks ago we were working on “How many nickels in a dime!”</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">If you have any items you wish to donate to future auctions I am happy to receive them. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
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</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1076763516221814185.post-30865545153117374792011-09-20T20:26:00.000-04:002011-09-20T20:26:18.214-04:00Understanding that Photosynthesis and Cellular Respiration are Opposites – a hands On Science Activity Blog Post #39<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span></div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-RwNHQCFpGw8/TnkukUK2ZGI/AAAAAAAAFJQ/SLZ1E0TgVCs/s1600/106.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-RwNHQCFpGw8/TnkukUK2ZGI/AAAAAAAAFJQ/SLZ1E0TgVCs/s200/106.JPG" width="200" /></a></div><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Teaching a grade nine applied science class photosynthesis and cellular respiration and how these two reactions of life are opposites can be challenging, even when only using word equations. Last week I experienced a Eureka moment when some of my students got it!</span></div><div class="MsoNormal"><b><span style="font-family: Lithograph; font-size: 12pt; line-height: 115%;">Photosynthesis:</span></b></div><div class="MsoNormal"><b><span style="font-family: Lithograph; font-size: 12pt; line-height: 115%;">Carbon dioxide + water + sun’s energy </span></b><b><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;">®</span></b><b><span style="font-family: Lithograph; font-size: 12pt; line-height: 115%;"> glucose + oxygen</span></b></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span style="font-family: Lithograph; font-size: 12pt; line-height: 115%;">Cellular respiration:</span></b></div><div class="MsoNormal"><b><span style="font-family: Lithograph; font-size: 12pt; line-height: 115%;">Glucose + oxygen </span></b><b><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;">®</span></b><b><span style="font-family: Lithograph; font-size: 12pt; line-height: 115%;"> carbon dioxide + water + usable energy</span></b></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">We started out simply exploring the word “opposite” which I felt was an essential place to start since 1/3 of my students are not native English speakers, 1/3 have learning disabilities and all this happens during the last period of the day! So we reviewed common opposites, which was much more meaningful than reading a definition of the word “opposite”. I gave each child, in turn; a word and they had to tell me the opposite of the word, ie. Black–white, up–down, in–out, etc. This was easy for most of them and so they were proud of their success and eager to experience more!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">We looked at a comparison chart of the two reactions and noted that the reactants of one were the products of the other and vice versa. We also talked about how there are different forms of energy and the fact that the sun’s energy was essential to drive photosynthesis and usable energy was produced by cellular respiration. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">We watched a short, simple video explaining the concept. We used the smartboard to look at the word equation with symbols to represent each of the chemicals and types of energy. We moved the reactants and products from one side of one equation to the opposite side of the other equation. We drew a picture and colour coded the chemicals. I even made a cut and paste activity where the students had to physically cut out the appropriate chemicals (there were two of each) and glue them onto a diagram. </span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-yK9SzBJgASc/Tnkq9aA8buI/AAAAAAAAFIw/Pwz5f5xB38M/s1600/113.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-yK9SzBJgASc/Tnkq9aA8buI/AAAAAAAAFIw/Pwz5f5xB38M/s200/113.JPG" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Finally it hit me! I enlarged all the terms in both equations, including the plus and yield signs, and printed them out on coloured paper, using a one colour for each part of the photosynthesis equation and a different colour for the cellular respiration. Each child was given one word or symbol. (The paper that had <u>Sun’s energy</u> on one side had <u>usable energy</u> on the other side. Otherwise all the papers were single sided.)</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students broke into two groups according to the colour of their paper. They were then instructed to line up, holding their signs, so they made the equation for photosynthesis. (The equations were prominently displayed at the front of the room.) </span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/--QoudWT6JEg/TnkrYm1qZHI/AAAAAAAAFI0/z9RjkTfkd_g/s1600/116.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/--QoudWT6JEg/TnkrYm1qZHI/AAAAAAAAFI0/z9RjkTfkd_g/s200/116.JPG" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Next they were told to rearrange themselves into the order of cellular respiration. This process was repeated several times with less and less chaos each time. Eventually a student shouted out, “Everyone stay where you are. The person holding the arrow (yield sign) just has to point it in the other direction!” Eureka! The light bulb moment! Slowly the students started to understand, they explained it to one another while the student holding the arrow kept changing its direction and saying, “Look photosynthesis!” Flipped the arrow. “Now its cellular respiration!” flip the arrow. “Now its photosynthesis again!” flip the arrow. “Now its cellular respiration!”</span></div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-wNkK5sbNfb8/Tnkt21MijGI/AAAAAAAAFJI/sgdJq7IglYo/s1600/144.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-wNkK5sbNfb8/Tnkt21MijGI/AAAAAAAAFJI/sgdJq7IglYo/s200/144.JPG" width="200" /></a></div><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">By this time I was euphoric but exhausted. To consolidate the activity we taped our signs onto the wall. One set read the equation for photosynthesis and the other read the equation for cellular respiration. </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Try it! It works!</span></div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-fab7LyERIqI/TnkuKMJosgI/AAAAAAAAFJM/K_UubXxwkbU/s1600/145.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-fab7LyERIqI/TnkuKMJosgI/AAAAAAAAFJM/K_UubXxwkbU/s200/145.JPG" width="200" /></a></div><br />
</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1076763516221814185.post-52943622391434564932011-09-17T20:22:00.000-04:002011-09-17T20:22:38.658-04:00Pass – The – Paper Food Web Activity (Blog Post # 38)<div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">It’s a new school year and I have a new group of students in my grade nine applied science class. This semester I have this extraordinarily energetic group during the last period of the day. Although they are still “full of beans” when they come to my science lab they are unwilling, or unable to focus on anything for long. If I was expecting them to sit still and copy down notes or work from a textbook we would all be sadly disappointed and more than a little frustrated.</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-Xun4FMa2s94/TnU0R_cr4JI/AAAAAAAAFH0/yF8VjonI3FE/s1600/105.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-Xun4FMa2s94/TnU0R_cr4JI/AAAAAAAAFH0/yF8VjonI3FE/s320/105.JPG" width="320" /></a></div><span id="goog_7134971"></span><span id="goog_7134972"></span><br />
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</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">One of the activities I did with the students this week was a <b>Pass – the – Paper Food Web Activity. </b>Prior to engaging the learners in this activity we had already been outside one day to observe the flora and fauna in a local field and constructed food webs from the data we collected, we had done some food web activities on the smart board and we had watched a video about food webs. Thus, the students were familiar with food webs so this was a consolidation strategy.</span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-eau-xKAg1CY/TnU3N3V1BLI/AAAAAAAAFIg/1yDfQEM1V-I/s1600/104.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-eau-xKAg1CY/TnU3N3V1BLI/AAAAAAAAFIg/1yDfQEM1V-I/s320/104.JPG" width="320" /></a></div></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">(It had become apparent during the former activities that many of my students, who are new Canadians, had no idea what the local fauna eat so some just-in-time teaching took place.)</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Since the students sit in pairs at tables in my room I assigned them partners who were also their table mate. Each pair numbered off, we had ten pairs of students numbering 1 through 10. The class was instructed that when they heard the words, “Pass the Paper” group one would pass their paper to group two, group two would pass their paper to group three, and so on with group ten passing to group one. </span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-2Kgm0xx1ujo/TnU3d8NrGuI/AAAAAAAAFIk/S-PBY233DQA/s1600/103.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-2Kgm0xx1ujo/TnU3d8NrGuI/AAAAAAAAFIk/S-PBY233DQA/s320/103.JPG" width="320" /></a></div></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each pair was given a large blank sheet to paper and a thick marker. Instructions were all oral. Instructions were as follows:</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “At the bottom center of your paper write down the name of a plant.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “On the bottom right of the paper you have now, write the name of a plant that is not already written on that paper. (It may be the plant you wrote on the first paper.)”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “At the bottom left of the paper you have now, write the name of a plant.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Four inches above the center plant write the name of a local herbivore.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “To the left of the first herbivore, write the name of another herbivore.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “On the right hand side of the paper, write one of the following: worm, squirrel or robin.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Draw arrows from any of the plants TOWARDS the animals that could eat them.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Above the row of herbivores write the name of a top carnivore, which<span id="goog_582931016"></span><span id="goog_582931017"></span> would be found in Ontario!”</span><br />
<div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-RqSOcVmRO_s/TnU41h4Qs-I/AAAAAAAAFIo/XL3Cmabn7_o/s1600/097.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://3.bp.blogspot.com/-RqSOcVmRO_s/TnU41h4Qs-I/AAAAAAAAFIo/XL3Cmabn7_o/s320/097.JPG" width="320" /></a></div><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Draw arrows to the top carnivore from any item it might eat.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"></div></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Put down your markers, pick up your pens. Beside each plant write “Producer’”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Beside each animal that eats plants write ‘First level consumer’.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “If there is a worm anywhere on your poster write the word ‘Decomposer’.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Pass the paper.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> “Find the animal(s) on your poster that is not eaten by anything. Label it “Top Carnivore’.”</span></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">“Pass the paper.”</span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-2qyaZJJv_lU/TnU5A6VNsiI/AAAAAAAAFIs/RR8w20C9vN4/s1600/101.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-2qyaZJJv_lU/TnU5A6VNsiI/AAAAAAAAFIs/RR8w20C9vN4/s320/101.JPG" width="320" /></a></div></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Final Instruction: “Find the sheet of paper you started with and put an appropriate heading on it.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Our end products were ten posters of food webs that were created collaboratively. Because each step of the process was open to both small and large group discussion each poster was perfectly correct. As we put the posters up on the wall the students were checking the time and exclaiming, “How did we get to the end of the period already?”, “Why does time always go so fast in this class?” “Are all the periods in this school 75 minutes? It doesn’t seem like it.”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Eureka! Collaborative learning strikes again!</span></div><div class="MsoNormal"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-39270853613661280272011-09-02T12:31:00.002-04:002011-09-02T13:26:39.227-04:00The Evolution of a 21st Century Educator -- post #37<div class="MsoNormal">Anyone that is involved in education has heard the phrases “21<sup>st</sup> century education” and “21<sup>st</sup> century learners” ad infinitum. I don’t know their origin but these words, and more importantly, their meanings slowly crept up on us during the last decade or so.</div><div class="MsoNormal">There are a wide variety of educational, and other, resources which attempt to define and expand on what 21<sup>st</sup> century education is, or should be. One of the most succinct and comprehensive is <a href="http://www.p21.org/downloads/P21_Report.pdf">Learning for the 21st Century: A Report and Mile Guide for 21st Century Skills </a>, an American publication from the Partnership for 21<sup>st</sup> Century Skills. </div><div class="MsoNormal">It is outside of my purpose for writing this blog post to argue for definitions around any of the “21<sup>st</sup> century . . . “terms. If you are unsure of what I am referring to by these terms, this publication is a good overview of what I understand them to be and I am using this as my standard reference.</div><div class="MsoNormal"></div><div class="MsoNormal">This summer I started purging all the paper I have accumulated over my ongoing career as an educator. This included filling recycling boxes with dozens of obsolete Ministry, Board and School publications but much more interesting was the walk-through-time that my own personal binders provided. I have taught many courses over the years; suffice it to say that my binder portfolio included 90% of every science course that ever existed in the province of Ontario along with a smattering of courses from completely unrelated subject areas. Being the type of person I am I have always kept beautifully organized binders for each of these courses, and the more times I taught the course the bigger and more numerous the binders became.</div><div class="MsoNormal">So here is what I observed as I purged through my personal binders. At the beginning of my career I used a lot of material that I photocopied from other educators. These included worksheets, projects, assignments, and even tests. The notes for the students were long and detailed, I would write them word by word onto the blackboard and they would sometimes spend entire periods copying them down. In fact, I remember the advice of my mentor, a master-teacher, gave me during my first year teaching when I had a particularly unruly class, “Just keep them copying out notes all period and they won’t have time to cause any trouble.” Now, I am horrified to think that I actually took this advice and relished in its effectiveness!</div><div class="MsoNormal">Over time the work in my binders became more and more my own. Beautifully designed and produced worksheets, text book activities and lab assignments. All the labs were strictly “cookbook” labs with the purpose, safety, materials, procedure all precisely laid out step-by-careful-step. Observation tables and questions were purposely designed to keep the student tightly focused on the task, analysis and discussion questions flowed one from the other and the conclusion was not even always present! Oh, how magnificent these labs were! The preparation for them, although time consuming, was a very exact affair and I would often leave my classroom at night with everything methodically set up for the next day’s lab -- exactly the right number of beakers, and other required equipment laid out next to my carefully measured and prepared solutions of which I would have neither too much nor too little because I knew exactly what would happen during the upcoming lab.</div><div class="MsoNormal">Do not think, dear reader, that I was alone in my anal ways of teaching high school science. My techniques were widely admired and my resources eagerly sought after by colleagues both near and far. I was well respected for never asking the students a question whose answer could not be found on a specific page of our current text book, for integrating literacy and numeracy throughout my curriculum (before it was cool) by the use of teacher guided practice, for running carefully controlled labs whose outcome was never in doubt and which never took longer than the allotted time. Oh yes! I would proudly share my work with anyone that was interested and even gave workshops and made presentations highlighting my wonderful skills. Imagine how flattered I was when publishers took an interest in my magnificence!</div><div class="MsoNormal">But that was then and this in now. As I continued purging my beautiful binders I could see how my teaching had gradually shifted over time. Some of the change was prompted by the powers that be but most of it was in direct response to what worked and what didn’t work, a little thing we like to call “personal reflection” in the teaching field. Lessons that at one time worked like a well oiled machine had to be tweeked as the nature of the learner changed. Rather than stress myself out because the students no longer carefully read the cookbook lab prior to doing it, sketched out the equipment set up and even answered the analysis questions prior to lab day it was much easier to meet them where they were.</div><div class="MsoNormal">At the time I would have described my evolution as “choosing my battles”, after all one has a finite amount of energy, but in retrospect I see it now as being respectful of who the learners were and what worked for them. Gradually I learned to release control yet facilitate the learning occurring. As the years passed, my binders became less dictatorial and more loosey-goosey. Instead of going from day one to day ninety with rigid lesson plans for each and every day they started to reflect the unit we were working on the “big ideas” that we needed to cover on a weekly basis. </div><div class="MsoNormal">My classroom labs changed from being teacher-directed and controlled as well. Over time I started producing lab handouts with less and less detail filled in thereby allowing the students the opportunity to think about what we were doing. I did, however, keep control of what the lab purpose was; but I expected them to do more of the design, observations and analysis themselves.</div><div class="MsoNormal">Luckily for my students, as the 21<sup>st</sup> century progressed I became familiar with the <a href="http://smarterscience.youthscience.ca/about">Smarter Science</a> way of teaching science. This approach is strictly inquiry based with the students not only designing and conducting the labs themselves but also coming up with the purpose, or question. Through brainstorming the students generate a list of questions that they are wondering about. Then, they answer the ones they can through research. Due to having 21<sup>st</sup> technology in the classroom this research component can be incredibly quick, even as short as five minutes, depending on what the questions are and what strategy the teacher employs. No more booking the library, searching through vertical files, card catalogs and encyclopedias for this generation! Instant access to quality information is the order of the day. The advent of the Internet has truly been a game changer in our quest for knowledge. </div><div class="MsoNormal">After finding the answers they can by research, the students are now left with maybe one or two outstanding questions. Following the Smarter Science framework and 21<sup>st</sup> century educational philosophy it is time for them to design their lab investigations to answer the questions they are wondering about. This means they have already established a purpose for doing the lab. </div><div class="MsoNormal">Developing hypotheses often flow from a combination of knowledge acquired during their self directed research and ensuing lively classroom discussions. The teachable moment here is the concept that <b>all hypotheses are acceptable</b>, proving them right or wrong is the point of the lab investigation. Literacy is also naturally built in as the teacher demonstrates the correct method of wording a hypothesis. Since each student “owns” their hypothesis they want to learn how to state it correctly, there is nothing rote or boring about it. </div><div class="MsoNormal">In my binders, which I am now thinking about as historical archives, I actually had activities where I gave the students the crux of the hypothesis and they had to phrase it correctly and even worse than that, labs with the hypothesis given! No wonder there wasn’t any critical thinking happening in their poor little minds. </div><div class="MsoNormal">Once the students have determined for themselves why they are doing the lab (purpose) and what they think the outcome will be (hypothesis) all that is left for them to do is the fun stuff –design, perform and analyze the lab. This is where it is essential that the teacher is an expert in their field because they are the ones ultimately responsible for the <b>safety</b> of their students. They must ensure that nothing the students propose could potentially cause any harm. They must also be prepared to advise student on various techniques in a just-in-time teaching manner. This means that we teach the technique when the student needs to use it, not when it is on the next page of the text book. </div><div class="MsoNormal">In my binders I had an entire lesson plan with the objective of learning to use a graduated cylinder! I used overheads to show a picture of a meniscus and distributed worksheets with diagrams of graduated cylinders for the students to read the volume level. No actual graduated cylinder was ever in play! I am so embarrassed! And this was a lesson plan I really liked and shared widely!</div><div class="MsoNormal">As I conclude this blog post the recycle truck is actually rolling up my street. Three recycle boxes full to over flowing are being heaved over the side of the truck; all my 20<sup>th</sup> century teacher “gold” is being hauled away. It was fun while it lasted but nothing compares to the excitement of teaching the 21<sup>st</sup> century way! I wonder what great discoveries my students will make this year, and in the years to come?</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1076763516221814185.post-84581427810598542042011-08-05T11:26:00.000-04:002011-08-05T11:26:28.282-04:00How Smarter Science Changed my Teaching Life OR How I got My Students to Stop Regurgitating and Start Thinking Like Scientists<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">As a passionate science teacher who came to teaching as a second career the one barrier I could never smash was “How do I get my students to think?”</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://theartofmisinformation.files.wordpress.com/2011/06/think.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://theartofmisinformation.files.wordpress.com/2011/06/think.jpg" width="200" /></a></div><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> No matter what course I was teaching it seemed the students, who actually cared about their marks, just wanted to know what page the answers were on and had no interest in understanding the whys of science or the beauty of the universe. I’ve been teaching high school science in Ontario forever. I’ve experienced any number of Ministry mandated initiatives including four curriculum changes, streaming, destreaming, transition years, TAG and don’t even get me started on professional development. My list of credentials is as long as your arm, I’ve loved every course I have ever taken or given, yet still I struggled with “How can I get my students to think?”</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://school.discoveryeducation.com/clipart/images/ani_thinkingcap.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://school.discoveryeducation.com/clipart/images/ani_thinkingcap.gif" width="218" /></a></div><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Then, in August 2010 I attended a two day work shop on<a href="http://smarterscience.youthscience.ca/"> Smarter Science</a>. I came into the conference with no preconceived notions and having no idea what Smarter Science and the <a href="http://smarterscience.youthscience.ca/resources/introducing-framework">Smarter Science framework</a> were. All I knew for sure was that “getting students to think” is a universal problem in our education system. For two days I engaged in hands-on minds-on Smarter Science activities. As a trained scientist everything they said and did made sense to me, here was the scientific empirical method presented in a non-threatening and engaging way with well constructed pedagogy to appeal to every age group from K – 12!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://physics.weber.edu/carroll/archimedes/images/eureka.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://physics.weber.edu/carroll/archimedes/images/eureka.gif" width="237" /></a></div><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Eureka! This could be the key to “getting my students to think” was my gut reaction. When school started up in September I was teaching courses and curriculum that I knew like the back of my hand. And although the names on the register change let’s face it, grade nine students are grade nine students. Despite our understanding of 21<sup>st</sup> century learners some things will never change about our minor niners. Gung ho, I used the Smarter Science framework. They got it! They really got it! My classroom became one of the most exciting places to be in our entire school So much so that every single day during every single class I would have to ask the students who were in the classroom that were not actually enrolled in the class to please leave the room!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.tvdsb.ca/imageGallery/JParker517/smarter%20science%20revised%20logo%20%28Nov%2009%29.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.tvdsb.ca/imageGallery/JParker517/smarter%20science%20revised%20logo%20%28Nov%2009%29.jpg" /></a></div><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> My students were using the Smarter Science framework to design their own inquiries! They would identify dependent and independent variables, set up controls, predict and plan the inquires prior to starting them, measure and record all the data using appropriate instruments, analyze and explain their outcomes, communicate their results, recognize sources of error, and even extrapolate what inquiry should be done next to lead on from their discoveries! Eureka!</span></div><div class="MsoNormal"><a href="http://www.netstate.com/states/mottoes/images/ca_eureka.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="189" src="http://www.netstate.com/states/mottoes/images/ca_eureka.jpg" width="200" /></a><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span></div><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students were so engaged in the scientific process it was unbelievable. As a classroom teacher who is known for taking risks this is the biggest payback I have ever received. I had students and parents both thanking me for showing them how exciting science could be. I had teachers, administrators and superintendents visiting my classroom to find out how my students were achieving such incredible success in their science courses, my marks were through the roof and my students’ punctuality and attendance was second to none! </span></div><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span><img border="0" height="150" src="http://3.bp.blogspot.com/-2YrzbPfMYGs/TjwJiodgNAI/AAAAAAAAFGk/Dq_bTnyJpsg/s200/093.JPG" width="200" /></div><a href="http://3.bp.blogspot.com/-2YrzbPfMYGs/TjwJiodgNAI/AAAAAAAAFGk/Dq_bTnyJpsg/s1600/093.JPG" style="margin-left: 1em; margin-right: 1em;"></a><div class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I have used the Smarter Science framework with university, academic, applied and locally developed science courses. The results have been outstanding! Will I continue to use the Smarter Science framework in the new school year? To find out continue to visit my blog,<span> </span>or follow me on twitter@EurekaTeacher. I welcome your questions and look forward to meeting you at STAO 2011.</span></div><div class="MsoNormal"><br />
</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-1076763516221814185.post-10379988129233554212011-06-29T20:34:00.000-04:002011-06-29T20:34:28.115-04:00This is Why I Teach – Post #36<!--[if !mso]> <style>
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<div class="MsoNormal"> Dear Mrs. S:</div><div class="MsoNormal">I just wanted to write this letter to let you know how much I’ve appreciated you this semester. This course has been one of my favourites and I’ve learned so much. You made this course fun and enjoyable with all your stories and jokes and you always seem to explain everything perfectly!</div><div class="MsoNormal">I love your teaching style so keep it up.<span></span><span> </span>So I just want to say thank-you for doing what you do because, because of this very course and you, I’m starting to figure out my future. It means a lot!</div><div class="MsoNormal">Thank you for an amazing semester that I will NEVER forget, </div><div class="MsoNormal">p.s. Enjoy your summer! <span></span></div><div class="MsoNormal"><span></span></div><div class="MsoNormal"><span></span></div><div class="MsoNormal"><span></span></div><div class="MsoNormal"><span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-YSONKZnOIOY/TgvECSPxCLI/AAAAAAAAFGg/z0FDEUCWe5Q/s1600/File0002.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-YSONKZnOIOY/TgvECSPxCLI/AAAAAAAAFGg/z0FDEUCWe5Q/s320/File0002.jpg" width="258" /></a></div><div class="MsoNormal"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-60675790936284745902011-06-18T10:40:00.000-04:002011-06-18T10:40:55.945-04:00Father's Day blog Posting -- #36<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-V8m--KwJzlA/Tfy0DrLDYLI/AAAAAAAAFGY/ON_osn_BT-8/s1600/Morland81.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="158" src="http://3.bp.blogspot.com/-V8m--KwJzlA/Tfy0DrLDYLI/AAAAAAAAFGY/ON_osn_BT-8/s200/Morland81.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Father and Daughter</td></tr>
</tbody></table><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This blog posting is the entry I sent in to the Geekdad contest in an effort to win some cool geek electronics. Although I did not win it lead me to reflect on where my affinity for inquiry-based learning came from. If this story isn’t a classic inquiry than what is? Thanks Dad!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.tangible-technology.com/mix/08aug05/sexySlideRule_w.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="86" src="http://www.tangible-technology.com/mix/08aug05/sexySlideRule_w.jpg" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Here is my Geekdad story:</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Many years ago I was engaged to be married. Although I was 100% sure I wanted to be married to the man of my dreams I was not so keen on the actual wedding ceremony. Though a series of compromises the wedding was scheduled for 10 o’clock on a Monday morning. Following the church ceremony there would be a sit down lunch catered by some church ladies, the bride and groom would leave on our honeymoon and the partying would continue at my parent’s house. My parent’s house, which is my childhood home, is a large Cape Cod style house that has seen many parties over the years. These parties include some fantastic teenage parties that my sister and I would host when my parents and brothers went on summer vacations without us. (We couldn’t go! We had to work!) For sure there had been at least 200 kids in our house dancing and jumping up and down on a number of occasions and although there were a number of consequences on a variety of levels the house itself withstood all the partying unscathed and unchanged.</span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-YOAptTy4mr0/Tfy1bfD_5eI/AAAAAAAAFGc/R24W2AsNyZY/s1600/2010_0901Christmas20100150.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="150" src="http://4.bp.blogspot.com/-YOAptTy4mr0/Tfy1bfD_5eI/AAAAAAAAFGc/R24W2AsNyZY/s200/2010_0901Christmas20100150.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Family Home</td></tr>
</tbody></table><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-NgNCgPHGFzs/TfyyirpUzaI/AAAAAAAAFGI/l28bVs1vvLk/s1600/2010_0901Christmas20100145.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div><div class="MsoNormal"></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This is where the Geek Dad part comes in. My dad, a trained engineer, spent weeks prior to my wedding day fretting, wandering around the house with a measuring tape and his trusty slide ruler while scribbling little calculations on scraps of paper and the back of napkins. You may think he was upset that his baby girl was marrying, that he was designing a new suit for himself, or that he was calculating the cost of all these shenanigans. But no! This is not how Geek Dads think! What he was actually doing was calculating how great a load the floors of our family home could withstand. What if there were so many people in the house that it collapsed! This was a very real worry for him!</span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.nps.gov/whmi/parkmgmt/images/floor_construction_500x331_res300.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="131" src="http://www.nps.gov/whmi/parkmgmt/images/floor_construction_500x331_res300.gif" width="200" /></a></div></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Naturally, like all good daughters, when my Geek Dad tried to talk to me about the consequences of the partying continuing at our family home I just laughed at him. Who ever heard of a house collapsing from the load on the floors during party? I have been at many parties and I have never heard of such a thing, have you? Our family home is a sturdily build wooden two story house, we had never had any indication that the floors might collapse. All the woodwork was in tiptop condition. Stop worrying, Geek Dad!</span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://hebron.htnp.com/wp-content/uploads/2011/02/hebron-house-collapse-1-john-sholtis.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="131" src="http://hebron.htnp.com/wp-content/uploads/2011/02/hebron-house-collapse-1-john-sholtis.jpg" width="200" /></a></div></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The night before my wedding day my father must have conceded that the after-party would, indeed, be at the family home. The father-of-the-bride is easily lost in the shuffle of wedding plans and he had definitely lost this battle. (The story of the force that is my mother shall be told another day!) As a last resort Geek Dad enlisted the help of our Best Man. He showed him all of his calculations and explained, as only an over wrought engineer can, the potential danger of the wedding guests enjoying one last cup of tea at our family home the next day. To his credit our Best Man listened politely and nodded attentively as my dad instructed him to make the rounds during the wedding feast and dissuade everyone from attending the after-party. He did not, however, act on these carefully laid plans of subterfuge. </span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.giftsonline4u.com/blog/wp-content/uploads/2011/03/Best-Man-Gifts.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="183" src="http://www.giftsonline4u.com/blog/wp-content/uploads/2011/03/Best-Man-Gifts.jpg" width="200" /></a></div><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><br />
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<span style="font-family: "Times New Roman","serif";"></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The wedding went off without a hitch, the wedding feast was enjoyed by all, my new husband and I drove off into happily-ever-after and the after-party was in full swing until the wee hours of the morning. Did the floors cave in? Did the house collapse? What do you think?</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I love you, Geek Dad!</span><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-64094109848854330122011-06-04T20:45:00.000-04:002011-06-04T20:45:25.558-04:00Free Science, Engineering and Medical textbooks! -- Posting # 35<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]--> The<a href="http://www.nap.edu/"> National Academies Press</a> has made all of their books <a href="http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=06022011">free </a>to download in PDF format! Eureka!<br />
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<div style="background-color: yellow;">Leave a comment or send me a tweet @EurekaTeacher with your thoughts.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-47163975636708489162011-06-02T21:22:00.000-04:002011-06-02T21:22:08.202-04:00Metamorphosis – Posting #34<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-CA</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">During the month of May we have been witnessing metamorphosis in our science lab. This project has captivated students in not only the locally developed, applied and university level <span> </span>science courses that I teach but also members of the student and staff population that generally avoid the science wing! It has been authentic experiential learning that has captivated the hearts and imaginations of people that I have never had the pleasure of meeting before and more than just the butterflies have undergone a metamorphosis.</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://blog.chron.com/livinggreen/files/legacy/_NT14767%20%282%29.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://blog.chron.com/livinggreen/files/legacy/_NT14767%20%282%29.jpg" width="166" /></a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In an attempt to save a few dollars we tried to find a recipe for larvae food but found out that this is a closely guarded company secret and something that graduate students have struggled with for eons. It would have been less expensive to simply feed the larvae what they eat in the wild, in this case thistle leaves, but alas spring was unseasonably wet and cold so we were unable to find any thistles in our travels. Fortunately, our Student Success team funded the purchase of the larvae, the larval medium (food) and a picture book describing the metamorphosis process. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I ordered the live larvae from a biological supply company and they were shipped to the school on exactly the date they were promised. While waiting for the larvae to arrive we learned about what to expect when they came and created our own habitat from an old aquarium tank I just happened to have in the back of my classroom. After viewing a number of videos from you tube we decided that we would:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">keep our larvae, pupae and butterflies at room temperature;</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">modify the old tank so it had a lid and allowed a free flow of air;</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">get some packets of sugar in stock to prepare sugar water for the butterflies when they emerged;</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">be able to identify whose larvae was whose by keeping them in separate containers until they pupated but once they were moved into the larger habitat there would be no way of identifying and owning them.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">By happenstance our shipment of larvae actually arrived while I was teaching the locally developed class. Because the front office knew I was expecting the shipment and it was clearly labelled as containing live specimens they called into my classroom as soon as it was delivered. This created great excitement amongst the students! When the “runners” brought the shipment up from the office we studied the package prior to opening it. It had large red labels on it reading, “Live Specimens, Handle with Care, Do Not Freeze” which created a beautiful teachable moment for literacy. We read the label, discussed the choice of colour and font size as well as the meanings of the words and phrases. (Proving, once again, that text can take many forms and be found in a variety of situations.)</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Mixing up the larval medium (food) for them to feed on proved to be surprisingly difficult which meant that it took long enough for everyone to have a turn at stirring. While we were passing it around the room to stir it we also practised “safe smelling” by wafting its odour towards our nostrils and hypothesized about what might be in the top secret recipe. Lots of excellent ideas were put forward. They included:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span>·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">oatmeal</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span>·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">baby pablum</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span>·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">wheat germ</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span>·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">flour</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span>·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">sugar</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: Symbol; font-size: 12pt; line-height: 115%;"><span>·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">bran</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.desplaines.org/images/ClipArt/ClipArt-Paintbrush.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.desplaines.org/images/ClipArt/ClipArt-Paintbrush.gif" width="191" /></a></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Once we got the medium stirred to an even consistency we each transferred some food into our labeled containers and punched air holes in the lids. Next I demonstrated to the students how to transfer the larvae, using paintbrushes, into their individual containers. The students took the time to examine their larvae with hand lens and exclaimed at their observations – “I can see the bristles”, “Mine has its mouth open!”, “Mine curled up when I touched him!”, “Mine is looking at me!”, “I think mine is dead, no . . . wait, its moving now!”, “Mine is already eating!”</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In order to encourage ownership of the project I asked each student to name their larva. Careful handling of living specimen and caring for all God’s creatures was inherent in this project. So much so that a few days later when I realized that my larva was well and truly dead (the only one that actually died) I expressed disgruntled emotions and tossed it into the garbage. The students were outraged! Boy was my face red!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://images.carolina.com/images/en_US//local/products/detail/144030_a_la.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://images.carolina.com/images/en_US//local/products/detail/144030_a_la.jpg" width="200" /></a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Bowing under pressure from my students I removed the larva from the garbage can, apologized for being disrespectful towards a living (now dead) creature and had to actually have a little funeral for the dead larva! Eureka! They understood the ethics of handling living things, no matter how small or unattractive!</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each student kept a daily journal of their larva’s growth and development. Their daily observations included the date, a sketch of their specimen, and one or two descriptive words. This observation journal formed part of their final assessment for this project. During their observations the students learned about the moulting process of caterpillars. It took about 7 – 10 days for the larvae to pupate, at which time they were transferred into the butterfly habitat we had created out of the old aquarium. Two – three days later the butterflies began emerging. Magic!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.chirp.org/images/painted-lady.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="153" src="http://www.chirp.org/images/painted-lady.gif" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">For a final evaluation project of the project I had each of the learners in the locally developed course create an eight page illustrated butterfly book. The page break down was:</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. Title page</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. Egg</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Larvae</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">4. Pupae</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">5. Adult</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">6. Larvae food</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">7. Adult food</span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">8. Structure and function of the proboscis</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The students, and various other members of our school community, were so engaged in the experience of watching the process of metamorphosis that they would often drop by the classroom several times a day. All of my students, in each period, became experts on the entire process because there was always someone coming by to take a look and ask questions. My response to any questions asked by visitors was consistently, “Ask the students.” This allowed the students to discuss their learning and thereby reinforce it.</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I was truly planning to take the student produced butterfly books with me to the <a href="http://smarterscience.youthscience.ca/assessing-inquiry-unconference">Smarter Science Unconference</a> next weekend (June 11, 2011) but I have been unsuccessful in finding a sponsor for the cost of my travel (aprox. $500.00).<span style="background-color: yellow;"> If you know of any grant money or other funds I could access for this reason please contact me via Twitter @EurekaTeacher.</span></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-3075634418362956872011-05-26T20:54:00.000-04:002011-05-26T20:54:47.358-04:00Skype in the Classroom -- Posting #33<div class="MsoNormal">Every good teacher knows that is in retelling of the concepts that reinforcement of learning occurs. Retelling allows the learner to rethink and synthesize the concepts they are talking about. It also allows the auditory learner an opportunity to hear the content and thereby reinforce it. In short, retelling is critical to building comprehension in any subject area.</div><div class="separator" style="clear: both; text-align: center;"><a href="http://images.gizmag.com/hero/skype.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="111" src="http://images.gizmag.com/hero/skype.jpg" width="200" /></a></div><div class="MsoNormal">Building retelling into a lesson by having a student talk about what they have done and discovered also provides a wonderful opportunity for formative assessment. It allows the teacher to hear what the student truly understands, pick up any misconceptions that the student may have and recognize any gaps in the students’ learning. Skilful questioning will aid the learner in organizing their facts into the correct order and allow for clarification of concepts. </div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-PPuJtaxuel0/Td7zS7MijYI/AAAAAAAAFGE/2reVY4Zlwsc/s1600/%252B+149.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-PPuJtaxuel0/Td7zS7MijYI/AAAAAAAAFGE/2reVY4Zlwsc/s200/%252B+149.JPG" width="200" /></a></div><div class="MsoNormal"></div><div class="MsoNormal">This semester I have stepped this “retelling technique” up a notch by having a colleague from across the province, who is also a science teacher, Skype into the classroom. Prior to each Skype call, my colleague and I discuss what we are currently up to in my science room so he is aware of what to expect of the conversation and can therefore provide appropriate prompts for the learner.</div><div class="separator" style="clear: both; text-align: center;"><a href="http://us.cdn4.123rf.com/168nwm/rtimages/rtimages1005/rtimages100500039/7057078-a-pair-of-headphones-on-the-world-globe-courtesy-of-nasa-public-domain-images-isolated-on-a-white-ba.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://us.cdn4.123rf.com/168nwm/rtimages/rtimages1005/rtimages100500039/7057078-a-pair-of-headphones-on-the-world-globe-courtesy-of-nasa-public-domain-images-isolated-on-a-white-ba.jpg" width="134" /></a></div><div class="MsoNormal">At regular intervals, my colleague from Smarter Science has Skyped into my classroom. Because he is a teacher himself he knows how to speak to the students in a respectful and appropriate manner. He is skilled at using higher order questioning to draw answers out of the students. When he hears a misconception he gently corrects it with an age appropriate example. The students look forward to his calls. On days that I announce that we will be getting a Skype call in class there is great anticipation. The students determine whose turn it is to talk first. They get their projects ready to show our Skype caller. When the now familiar <a href="http://www.google.com/imgres?imgurl=http://c3.mobimgs.com/images2/flags/BG.gif&imgrefurl=http://www.mobango.com/media_details/skype_ringtone__modern_/CNGrHXWOxp8%253D/&usg=__pwOyqMFiyLGHx6zFW2hKhPf7iiQ=&h=12&w=18&sz=1&hl=en&start=0&sig2=0eMQKtpTmjoqiGo5DQCCjQ&zoom=1&tbnid=KECNZkGCpldD8M:&tbnh=12&tbnw=18&ei=9fPeTcfoE4jrgQewsqzqCg&prev=/search%3Fq%3Dskype%2Bringtone%2Bmp3%26hl%3Den%26biw%3D1680%26bih%3D860%26gbv%3D2%26tbm%3Disch&itbs=1&iact=hc&vpx=1088&vpy=253&dur=301&hovh=12&hovw=18&tx=82&ty=6&page=1&ndsp=31&ved=1t:429,r:5,s:0&biw=1680&bih=860">“Blip-blip-blip” </a>of an incoming Skype call comes in they cheer! Eureka! Another way to engage the 21<sup>st</sup> century learner!</div><div class="separator" style="clear: both; text-align: center;"><a href="http://blog.recyclebins.co.za/wp-content/uploads/2011/03/Skype_classroom.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="130" src="http://blog.recyclebins.co.za/wp-content/uploads/2011/03/Skype_classroom.jpg" width="320" /></a></div><div class="MsoNormal">My experiment with Skype in the classroom has also provided me with another, unexpected, teachable moment in class. The students have questioned me about how I know our Skyper. This provided me with the opportunity to talk about how I met him in person before ever going online with him, how I was sure he was really is who he says he is and how easy it is for people to present themselves as someone other than who they really are online. Online safety can never be stressed too much with our vulnerable youth!</div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.cutviews.com/wp-content/uploads/2011/01/Twitter-Desktop-icon.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.cutviews.com/wp-content/uploads/2011/01/Twitter-Desktop-icon.png" width="200" /></a></div><div class="MsoNormal">An extension I can see arising from the learning opportunity of Skype in the classroom is to have a pool of retired teachers who would volunteer to engage in these conversations. As teachers they would be comfortable talking with youth, skilled at questioning techniques, and knowledgeable of specific subject areas. </div><div class="MsoNormal" style="background-color: yellow;"><br />
</div><div class="MsoNormal"><span style="background-color: yellow;">How have you used Skype in your classroom? Leave a comment below or send me a tweet @EurekaTeacher to let me know.</span></div><div class="MsoNormal"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-89254356678725375112011-05-19T20:31:00.000-04:002011-05-19T20:31:39.277-04:00Solar Panels -- A Photo Essay<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-hfrP1V3G8_I/TdVBgl4C27I/AAAAAAAAFF8/Kpk8urRz1_M/s1600/015.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240px" j8="true" src="http://3.bp.blogspot.com/-hfrP1V3G8_I/TdVBgl4C27I/AAAAAAAAFF8/Kpk8urRz1_M/s320/015.JPG" width="320px" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">The grade nine applied science students have decided that they like the class because “we never do any work”. Well! Let me tell you about what we did this week and you decide!</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;"> Step One: Initiate and Plan (ENGAGE)</span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Our school, St. Pius X High School in Ottawa, had a solar panel array installed over the summer months as part of our board’s commitment to renewable energy the solar array is used to capture the sun’s heat as a means of heating the hot water used throughout our school. Since we are currently studying the ecology unit, I told the students about this initiative and arranged an onsite field trip for them to observe this process from beginning to end. The students were encouraged to use their digital cameras, cell phones and other electronic devices to take photos of the various stages involved in the creation of our hot water. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Step Two: Perform and Record (EXPLORE)</span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">On the first day of our “field trip” the head custodian took us up onto the school’s roof. This was fairly time consuming since we had to climb up a ladder and, in the interest of safety, only one person could be on the ladder at a time. Once we were all on the roof we observed the solar panels, what they looked like, which way they were oriented, the angle they were set at and the two large pipes attached to them. These two pipes were clearly labelled “glycol in” and “glycol out”. After much discussion and many photos we descended the ladder and now class was over. So no work? Any learning?</span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-7asGgGd6asc/TdVB0X9yHZI/AAAAAAAAFGA/mWrmm5o6f-4/s1600/SolarPanels+004.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240px" j8="true" src="http://1.bp.blogspot.com/-7asGgGd6asc/TdVB0X9yHZI/AAAAAAAAFGA/mWrmm5o6f-4/s320/SolarPanels+004.jpg" width="320px" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">On the second and third days of our investigation to observe how our school uses the sun’s energy to generate all of our hot water, we followed the path of the glycerol pipeline from where it enters the school building to a small room tucked away at the back of our library. Here we checked the temperature gauges that showed the temperature of the glycol prior to entering the tanks. Inside the sealed tanks, we were told that the glycol pipe encircles a central core containing water and the heat is transferred from the glycol to the water. By comparing the temperature of the glycol as it left the tanks, to return to the roof, we realized that there was a temperature differential of 21 degrees C. Again we took lots of pictures before proceeding to the schools’ basement where we observed the boiler where the water that was heated by the glycerol is held until it is needed, at which point it is mixed with cold water, if necessary. These students have only been attending this school for less than three weeks so it was thrilling for them to go behind the scenes in the out-of-bounds areas of the school that are the domain of the custodians! Two more days with no work! Boo hoo! For the first time ever there was homework however! The students were told to email or forward the photos they had taken to me.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Prior to the next class I collected all the electronic photos that I could and posted them in my mailbox, which is available for the students to see on our school computers.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Step Three: Analyze and Interpret (EXPLAIN)</span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Day four we went to the computer lab. For all but two of these grade niners this was their first visit to the computer lab since entering high school. First I had to teach them how to log on to our network and then show them how to retrieve the photos from my mailbox and import them into Microsoft Photo Story. Although none of them had used Photo Story before they actually figured it out before I had time to show them. Any technical questions they had they asked each other and I was just along for the ride. Another day with no work! Yay!</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Step Four: Communicate (EXTEND)</span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Day five we continued creating our photo essays of “How Hot Water is Produced at St. Pius”. About half way through the day one of the new comers to my class asked me to review his understanding of the project with him. He explained the whole system to me starting with the glycerol circulating through the solar panels in the roof and ending with the hot water coming out of the taps. “You mean to say that all the hot water for this whole school is made just from the heat of the sun?!” he clarified. “Yes, yes it is”, I replied. “So it doesn’t cost the school anything to make all the hot water for this whole building? The cafeteria? The washrooms? Everywhere?” his eyes were widening! HIGH FIVES ALL ROUND! They got it! Sadly, another day with no work. I wonder when they will realize they are learning?</span></span><br />
<br />
<span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Here is a sample of one student's finished product. Send me a tweet @EurekaTeacher and let me know what mark she deserves. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"></span><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"></span></div><div class="separator" style="clear: both; text-align: center;"><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-2REH_WH173U/TdBSKZwgukI/AAAAAAAAFF4/I6ahwN3u2K0/s1600/037.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-2REH_WH173U/TdBSKZwgukI/AAAAAAAAFF4/I6ahwN3u2K0/s200/037.JPG" width="200" /></a></div><div style="text-align: center;"><span style="font-size: x-small;"><b><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif";">St. Pius X students pose with Canadian astronaut David Saint-Jacques.</span></b></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt;">On Friday, May 13, 2011 two students in St. Pius X<span> </span>High School’s High Needs Program, had the opportunity to accompany their science teacher, #EurekaTeacher, to the newly renovated <a href="http://www.aviation.technomuses.ca/">Canadian Aviation and Space Museum</a> where #EurekaTeacher was participating in a live tweet-up with five of our astronauts.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt;">After some carefully placed phone calls to the <a href="http://www.asc-csa.gc.ca/eng/default.asp%20%20%20">Canadian Space Agency</a> and with the blessings of her principal, <span> </span>#EurekaTeacher was able to make arrangements for the two students to attend the event with her. Canadian astronauts Steve MacLean, Bob Thirsk, Chris Hadfield, Jeremy Hansen and David Saint-Jacques spent an hour on the stage participating in a Q & A session withschool students from Ottawa. Their questions ranged from how you shower in space to what happens if a meteorite hits the space shuttle. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt;">After the Q & A session the two St. Pius X students spoke privately with David Saint-Jacques who graciously answered their questions on a one-to-one basis, signed souvenirs for them and posed for photographs with them. This is one Friday the 13<sup>th</sup> that brought <b style="color: red;">Good Luck</b> to our students. Thanks to David Saint-Jacques and the Canadian Space Agency for making two students dreams come true!</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1076763516221814185.post-55416426944129916702011-05-09T11:45:00.000-04:002011-05-09T11:45:53.380-04:00People's Choice voting Now Open in Google Science Fair 2011<span style="font-size: medium;"> <div class="separator" style="clear: both; text-align: center;"><a href="http://thetech24.com/wp-content/uploads/2011/01/google-science-fair-global.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="207px" j8="true" src="http://thetech24.com/wp-content/uploads/2011/01/google-science-fair-global.jpg" width="320px" /></a></div><div align="left">Recently I had the pleasure of being the only Canadian judge in the Google Science Fair which is open to all 13 - 18 year olds worldwide.</div><div align="left"><br />
</div><div align="left"></div><div align="left">The thousands of entries have been narrowed down to the top 60 and the public can now judge them for themselves.</div><div align="left"><br />
</div><div align="left"></div><div align="left">You do not have to be a science teacher to be impressed with the awesome entries you will see here:</div><div align="left"></div><ul><div align="left"></div><li>http://www.google.com/events/sciencefair/vote.html</li>
</ul><div align="left"></div><div align="left">Be sure to vote in each age category!</div><div align="left"><br />
</div><div align="left"><span style="background-color: yellow;">Send me a tweet @EurekaTeacher and let me know what you think of the entries.</span></div></span>Unknownnoreply@blogger.com0