I Wonder: What’s In the Package? Blog #45

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!

I.                    ENGAGE = INITIATE AND PLAN

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 ad hoc as the students came into the room and got settled for their lesson.

My response to each question was simply: “I wonder . . .” When students are engaged with a sense of wonder their inquiring minds quickly fill with fabulous questions. It is WONDERful!

We decided that the question we wanted to answer was: “What’s in the Package?” Hence the package contents were the independent variable of our inquiry. What was in there was completely independent of anything we controlled. Opening the package would be the dependent variable, because it would depend on our actions.

In order to solve our inquiry, “What’s in the package?, several wonderful questions were posed:

1.      How big is the box?

2.      How much does it weigh?

3.      Who is it from?

4.      Who is it addressed to?

5.      How was it delivered?

6.      Does it make a sound when it is shaken?

7.      Does it have an odour?

This list of variables could all be observed and measured.

II.                EXPLORE = PERFORM AND RECORD

The students worked together to determine the answers to their list of variables. It was determined that:

1.      The box was the size of a small shoe box.

2.      The box was very light.

3.      The box was from Boreal Scientific Suppliers.

4.      The box was addressed to me, their teacher.

5.      The box had been delivered by courier.

6.      There was no sound when though box was shaken.

7.      The only detectable odour coming from the box was one of cardboard.

III.             EXPLAIN = ANAYZE AND INTERPRET

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 the web site and allowed them to use the technology they had in their pockets.

Predictions came fast and furious. They included:

Test tubes, clamps, beakers, periodic tables, magnesium ribbon, dissection material!

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!

It was time for the big reveal! Please make your own prediction before reading any further in this blog!

The box was opened!

A large packing bag full of air was removed!

A small bubble wrapped item was revealed!

IV.             EXTEND = COMMUNICATE

What was the item?

It was one crucible lid!

Discussion, explanations, and reflections ensued!

Did you guess the contents of the package?

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)

Using Molecular Modelling Kits to Predict, Explain, Observe, Explain the Relationship between Chemical Formulas and Molecular Shapes – Post #43

 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 Predict, Explain Observe, Explain (P.E.O.E.) model that is encouraged by Smarter Science to help the students move forward in their thinking.

Prior to performing this activity the students were taught how to deconstruct a chemical formula. That is, they could articulate that H₂O (water) was a molecule composed of two hydrogen and one oxygen atom whereas H₂O₂ (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.

1.      Initiate and Plan

To engage 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. Most students were very confused at this stage.

2.      Perform and Record

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.

I distributed the P.E.O.E. template to the students and had them predict how the look (shape, geometry) of an atom of H₂O would change if one atom of oxygen was added, making H₂O₂. 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. 

Once the students had completed box 2 of their P.E.O.E. template they were then instructed to build the H₂O₂ molecule. When given the hands-on model to build they immediately realized that their predictions were incorrect, took their water molecule apart and constructed the correct molecule for H₂O₂. 

3.      Analyze and Interpret

When the students compared their models of water to that of hydrogen peroxide they were able to contrast their shapes (bent vs. straight line)

.4.      Communicating

Students used the PE.O.E.  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 ad hoc and determined their chemical formulas. Lots of authentic learning occurred, everyone had fun and my learning outcomes were achieved.

What learning outcomes?

From Strand A of our Ministry document – Scientific Skills and Investigation 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 Chemistry 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). 

What strategies do you use to help these learners understand that importance of chemical bonding in molecular geometry?

“How long does it take to eat a Freezie?” -- A Math Inquiry: Blog #42

 Since being pumped up from the Science Teachers Association of Ontario’s (STAO) 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.

Some people may have hesitated before trying inquiry based learning with my math class for any number of reasons:

• Class room dynamics are unpredictable

• Each learner is on their own individualized learning plan (IEP)

• A wide range of mathematical ability
•  50% of the students are English Language Learners (ELL)
•  I’ve been out of the classroom for the past 3 teaching days
• This is a split level math class with KNN9A, MAT1L  and MAT2L students present

No worries! I am confident this will work! The inquiry we conducted was: “How long does it take to eat a Freezie?” 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.

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:

• Temperature -- Frozen or liquid

• How hungry are you?

• Eating techniques

• What size is the Freezie?

• Colour – it was determined via discussion that the students eat their favourite colour faster than others

• 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

• Would you be just eating, or eating while talking?

Since I was the holder of the freezies I was able to inform the students that the freezies were currently: 

•  Frozen

• Large

• Various colours

• They would each get one

• They would just eat and not talk

Next the students each thought about long it takes them to eat a Freezie and recorded their estimate.

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^st century technology lead to several teachable moments while the students were amazed that they even  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.  The collaboration between the students was natural and free flowing! 

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.

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.”

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!

Understanding that Photosynthesis and Cellular Respiration are Opposites – a hands On Science Activity Blog Post #39

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!

Photosynthesis:

Carbon dioxide + water + sun’s energy ® glucose + oxygen

Cellular respiration:

Glucose + oxygen ® carbon dioxide + water + usable energy

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!

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.

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.

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 Sun’s energy on one side had usable energy on the other side. Otherwise all the papers were single sided.)

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.) 

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!”

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.

Try it! It works!

Pass – The – Paper Food Web Activity (Blog Post # 38)

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.

One of the activities I did with the students this week was a Pass – the – Paper Food Web Activity. 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.

(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.)

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. 

Each pair was given a large blank sheet to paper and a thick marker. Instructions were all oral. Instructions were as follows:

            “At the bottom center of your paper write down the name of a plant.”

            “Pass the paper.”

            “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.)”

            “Pass the paper.”

            “At the bottom left of the paper you have now, write the name of a plant.”

            “Pass the paper.”

            “Four inches above the center plant write the name of a local herbivore.”

            “Pass the paper.”

            “To the left of the first herbivore, write the name of another herbivore.”

            “Pass the paper.”

            “On the right hand side of the paper, write one of the following: worm, squirrel or robin.”

            “Pass the paper.”

            “Draw arrows from any of the plants TOWARDS the animals that could eat them.”

            “Pass the paper.”

            “Above the row of herbivores write the name of a top carnivore, which would be found in Ontario!”

            “Pass the paper.”

            “Draw arrows to the top carnivore from any item it might eat.”

            “Pass the paper.”

            “Put down your markers, pick up your pens. Beside each plant write “Producer’”

            “Pass the paper.”

            “Beside each animal that eats plants write ‘First level consumer’.”

            “Pass the paper.”

            “If there is a worm anywhere on your poster write the word ‘Decomposer’.”

            “Pass the paper.”

            “Find the animal(s) on your poster that is not eaten by anything. Label it “Top Carnivore’.”

“Pass the paper.”

Final Instruction: “Find the sheet of paper you started with and put an appropriate heading on it.

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.”

Eureka! Collaborative learning strikes again!