She Tweeted You With Science! 05/20/2013
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Home Demos | Bill Nye the Science Guy
Small labs and demos to try at home!
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Kepler’s Tally of Planets – Interactive Feature – NYTimes.com
Interactive graphic showing planets discovered through NASA’s Kepler mission
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Bertino Forensics – Teacher Resources
Whether you are teaching a course in forensics or looking for ways to integrate forensics into your existing math or science curriculum, you will find Bertino Forensic Training for teachers can provide you with the knowledge, skills, resources and confidence to teach forensics.
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Frog Lab – Alternative to Dissection
“Alternative to the Frog Dissection
Objective: Students who cannot perform the actual frog dissection can use this alternative to learn the parts of the frog and receive credit for the dissection. Keep in mind, there is no substitute for actually viewing the real structures on the frog and having the real experience of dissection. Many students will remember the frog dissection long after they have left school. However, it is understood that some students opt out for moral reasons, or some cannot complete the dissection due to health reasons. This project has three parts, to be completed by the student on their own time, using a computer and an internet connection.”
My Favorite Edu-Tweets of the Week (weekly)
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The Ultimate Simplified Guide to The Use of Evernote in Education ~ Educational Technology and Mobile Learning http://t.co/RWRzkgB2Fh
#NSTA13 Academy: Day 2
Note: These posts were written in April 2013 as I attended the NSTA Annual Conference at San Antonio, Texas, as a New Science Teacher Academy Fellow. Due to standardized testing and a hectic schedule back at home, I am now only able to upload these posts! Sorry for the long delay.
#NSTA2 Series: Day 1
Hello from #NSTA13, San Antonio!
Receptions and Meet-and-Greets
Thursday was quite busy! As a National Science Teacher Academy (NSTA2) Teacher and DOW Fellow, there were several meet-and-greets and receptions I had to attend. I thoroughly enjoyed the networking opportunities and befriended many passionate and wonderful people. During a breakfast reception, we were introduced to several NSTA2 alumni. It was good to hear about their experiences with the Academy; they talked about how their experiences have helped them with their careers, and where those experiences have led them to where they are now. The importance of building a professional learning community (PLC) during your first years as a teacher was a common message I heard from their discussions. It was a message I definitely agreed with, and certainly passionately talk about with other new teachers.
NSTA2 Breakfast Reception
Here are some excerpt tweets from those receptions, which I found inspirational and motivating.
Best quote of the night from the Academy Dinner: “You’re among your kind! This is your professional learning tribe!”
Great #PDisms from the NSTA2 Alumni Panel: ”Perfect your craft, bring it back, and never stop learning.”
“We have to be model life-long learners. Be a reflective practitioner. Don’t wait for an invitation to do something.”
“Use your passions to find something new. Make it your own! Stay open, go learn!”
With 3 amazing women: Tiffany, Damaries, and Mary Ann!
Found my Pinterest social networking card
Sessions attended and Lessons learned
Despite the many mandated events, I was able to make it to 2 different sessions for the day. Based on my reflections from the previous session, I picked the NGSS strand on effectively measuring student learning and resolved to attend as many sessions offered in this genre. The first session was a follow-up from my all-day PD; it was on developing effective formative assessment and was again presented by Anne Tweed. From this session, I was quite surprised to learn that formative assessment was not only a feedback loop between the teacher and a student, but also between the student and his or her peers.
In order to promote feedback among students, it is imperative for the teacher to create a positive and supportive classroom culture. I was glad that the session touched upon this, and I was able to take away some strategies to work more on this component to ensure that I can make formative assessment really work in the classroom.
The second session was on the Common Core and writing in the science classroom. Our ELA and Writing teachers are phenomenal, and I have seen exemplary written work from the students. However, I noticed that when I ask the same students to write in science, the quality of their work is not level with their work from their ELA or writing classes. Many of them do not see science as a “writing” class, so they do not take their writing as seriously as they should. This session was very helpful; it provided me with great ideas on how to introduce and teach academic vocabulary, how to make the science textbook less intimidating and complex through “picture walks” or “text navigations”, and to come up with ways to make writing in science more structured and more motivating for students.
Sadly, I was unable to stay for the whole duration because I had to man a booth in the Exhibit Hall. However, the presenter’s PowerPoint is available through Carolina Biology’s website so I am going to go back and view it when I get home.
The DOW Chemical Booth
In the early afternoon, I was one of the NSTA2 representatives who had to man the DOW Chemical Booth in the Exhibit Hall. This was a great opportunity, because I was able to meet one of the company’s associates and their marketing team and thank them in person for their support of the NSTA New Science Teacher Academy. I honestly did not know a lot about DOW, but after my time spent at their booth, I know now how invested they are in supporting new teachers and STEM education. One of the biggest things I learned was that they are also seeking to connect their scientists and engineers with teachers to promote science literacy, STEM education, and careers in science. I will definitely be taking advantage of that in the future!
With the DOW fuzzies demonstrating lab safety
Scientist Talk
One of the last receptions I attended on Thursday was the “Scientist Talk”. At this reception, all of the NSTA2 fellows listened and interacted with a panel of scientists and representatives from our respective company sponsors. It was eye-opening; I didn’t realize until then that there is also an entrepreneurial side to teaching. There are actually many science education outreach programs available, and many companies are seeking teachers who can use those programs to supplement their instruction or even provide their students with internships.
The panel members gave some great advice regarding how to reach out to companies and their scientists. “Be specific about your classroom needs. Do your research, and make contact with the companies and organizations. Share your own ideas on how you can use the programs in your classroom. Focus on the scientific processes, problem-solving skills, and applying knowledge and skills to new situations—these will help students be successful beyond school and in life.”
If you have a scientist guest speaker in the classroom, they also recommend asking the following questions: “How do you use the scientific processes in the real world? How do you apply science and technology in the real world? How do you really use science in the real world?”
One of my new PD goals is to spend some time in the summer researching these programs, and trying my hand at writing more grants to secure funding and more equipment for my classroom next year. We have GE and the new College of Nanotechnology here in Albany, and it would amazing to have their scientists come in to our classroom and possibly work with us on collaborative STEM projects…
Found Alfons, a fellow mentee, at the DOW booth
Thank you, NSTA and DOW
As I was walking around and trying to absorb as much as I could from the conference, I couldn’t help but send out great waves of appreciation and gratitude to NSTA, the DOW Chemical Company, and the world for this once-in-a-lifetime opportunity. Even though I’m more than halfway through with the NSTA2 program, I still find it hard to believe that I am one of the lucky candidates, and that I am here at the conference. I have learned a lot this past year, and I can feel the change within me. I am more aware and more confident about my teaching. There are a lot of resources and materials I can use, but the most beneficial aspect of this experience is the community. I have definitely learned a lot not only from my mentor and colleagues, but also from the other teacher fellows, conference presenters, and other attendees. I met and befriended many science teachers during the conference, and that to me is the most valuable part of this experience. It lets me know that as a new science teacher I am not alone and that there is always help available when I reach out and ask for it.
Clapp’s mentee group!
#NSTA13 Academy: Day 3
Note: These posts were written in April 2013 as I attended the NSTA Annual Conference at San Antonio, Texas, as a New Science Teacher Academy Fellow. Due to standardized testing and a hectic schedule back at home, I am now only able to upload these posts! Sorry for the long delay.
Sessions attended and lessons learned
With only one event to attend on Friday, my schedule was less frantic and overwhelming this day. I was able to take my time and really enjoy the conference on my own. The morning began with a chemistry presentation sponsored by DOW Chemical Company. Several chemists shared hands-on inquiry labs that we teachers can use in the classroom. We rotated among 4 stations– creating goofy putty, cleaning pennies with lemon juice, searching for iron in our cereals, and making tie-dye patches through chromatography with Sharpies and rubbing alcohol. I had tons of fun, and was already brainstorming ways to incorporate some of these labs during the last few weeks of school or for our annual Field Day event in June.
Playing with goofy putty
Listening to a chemist explain procedures for the iron-fortified cereal lab
Making tie-dye art with isopropyl alcohol and markers
One of the other sessions I enjoyed today was one on using 3D graphic organizers for formative assessment. This helped me continue my focus on measuring student learning, and it was also a fun break from the countless hours of sitting through PowerPoints and discussions. Originally I tried to get into one of Dinah Zike’s foldable sessions, but after seeing the very long lines, I quickly realized I was better off attending one of her off-shoot sessions. This was a fun session, and I was able to pick up the basic folds and several strategies on how to use foldables for formative assessment. This session taught me that sometimes you have to figure out how to work smarter, not harder!
Focus group survey
As part of their research, NSTA selected me as one of the candidates for a focus group survey regarding NSTA2 and the annual conference. I actually enjoyed this short time with the researchers and the other candidates because it allowed me to provide feedback about what worked and what didn’t work for me throughout the year as I worked as a teacher fellow. It felt good to have an outlet to voice myself, and to provide feedback and suggestions on how to improve the Academy for future candidates. I really hope that NSTA thinks about creating a website and forum for NSTA2 alumni. I would love to come back as a mentor one day, and give back to the professional learning community.
Sightseeing
After spending most of the morning and afternoon in sessions and in the Exhibit Hall, my brain told me I needed to take a break and get away from information overload. One of the best things about this trip was meeting and making new friends who love to eat and try new things like me. After a quick text, a friend and I took off and enjoyed the lovely Texas spring day at one of San Antonio’s botanical gardens. The beautiful flowers, peaceful setting, and a leisurely walk were exactly what we needed!
View of the waterfalls at the Japanese Tea Gardens
Strolling through the Japanese Tea Gardens
Making Friends
One of the best things about this conference was meeting other passionate science teachers. I was very lucky to meet this special group of ladies on my trip. Though we all came from different cities and taught different grades and subjects, I felt a great connection to these women. It’s not every day that you meet a stranger, and feel as if you have known them for years! I had a great time sharing what I learned from the sessions, and exploring San Antonio with them! I wish them the best in all their endeavors, and know that they are out there making a positive change in many lives.
Science teachers rule!
#NSTA13 Academy: Day 2
Receptions and Meet-and-Greets
Thursday was quite busy! As a National Science Teacher Academy (NSTA2) Teacher and DOW Fellow, there were several meet-and-greets and receptions I had to attend but I enjoyed the networking opportunities and befriended many passionate and wonderful people. During a breakfast reception, we were introduced to several NSTA2 alumni. It was good to hear about their experiences with the Academy; they talked about how their experiences have helped them with their careers, and where they are now. The importance of building a professional learning community (PLC) during your first years as a teacher was a common message I heard from their discussions, and from the general conversations around me.
[insert PD-isms and reception photos]
Sessions attended and Lessons learned
Despite the many mandated events, I was able to make it to 2 different sessions for the day. Based on my reflections from the previous session, I picked the NGSS strand on effectively measuring student learning and resolved to attend as many sessions offered in this genre. The first session was a follow-up from my all-day PD; it was on developing effective formative assessment and was again presented by Anne Tweed. From this session, I was quite surprised to learn that formative assessment was not only a feedback loop between the teacher and a student, but also between the student and his or her peers.
In order to promote feedback among students, it is imperative for the teacher to create a positive and supportive classroom culture. I was glad that the session touched upon this, and I was able to take away some strategies to work more on this component to ensure that I can make formative assessment really work in the classroom.
The second session was on the Common Core and writing in the science classroom. Our ELA and Writing teachers are phenomenal, and I have seen exemplary written work from the students. However, I noticed that when I ask them to write in science, the quality of their work is not level with their work from their ELA or writing classes. Many of them do not see science as a “writing” class, so they do not take their writing as seriously as they should. This session was very helpful; it provided me with great ideas on how to introduce and teach academic vocabulary, make the science textbook less intimidating and complex through “picture walks” or “text navigations”, and come up with ways to make writing in science more structured and more motivating for students.
Sadly, I was unable to stay for the whole duration because I had to man a booth in the Exhibit Hall. However, the presenter’s PowerPoint is available through Carolina Biology’s website so I am going to go back and view it when I get home.
The DOW Chemical Booth
In the early afternoon, I was one of the NSTA2 representatives who had to man the DOW Chemical Booth in the Exhibit Hall. This was a great opportunity, because I was able to meet one of the company’s associates and their marketing team and thank them in person for their support of the NSTA. I honestly did not know a lot about DOW, but after my time spent at their booth, I know now how invested they are in supporting new teachers and STEM education. One of the biggest things I learned was that they are also seeking to connect their scientists and engineers with teachers to promote science literacy, STEM education, and careers in science. I will definitely be taking advantage of that in the future!
[insert DOW photos]
Scientist Talk
One of the last receptions I attended on Thursday was the “Scientist Talk”. At this reception, all of the NSTA2 fellows listened and interacted with a panel of scientists and representatives from our respective company sponsors. It was eye-opening; I didn’t realize until then that there is also an entrepreneurial side to teaching. There are actually many science education outreach programs available, and many companies are seeking teachers who can use those programs to supplement their instruction or even provide their students with internships.
The panel members gave some great advice regarding how to reach out to them. “Be specific about your classroom needs. Do your research, and make contact with the companies and organizations. Share your own ideas on how you can use the programs in your classroom. Focus on the scientific processes, problem-solving skills, and applying knowledge and skills to new situations—these will help students be successful beyond school and in life.
If you have a scientist guest speaker in the classroom, they also recommend asking the following questions: “How do you use the scientific processes in the real world? How do you apply science and technology in the real world? How do you really use science in the real world?”
One of my new PD goals is to spend some time in the summer researching these programs, and trying my hand at writing more grants to secure funding and more equipment for my classroom next year.
Thank you, NSTA and DOW
As I was walking around and trying to absorb as much as I could from the conference, I couldn’t help but send out great waves of appreciation and gratitude to NSTA, the DOW Chemical Company, and the world for this once-in-a-lifetime opportunity. Even though I’m more than halfway through with the NSTA2 program, I still find it hard to believe that I am one of the lucky candidates and that I am here at the conference. I have learned a lot this past year, and I can feel the change within me. I am more aware and more confident about my teaching. There are a lot of resources and materials I can use, but the most beneficial aspect of this experience is the community. I have definitely learned a lot not only from my mentor and colleagues, but also from the other teacher fellows, conference presenters, and other attendees. I met and befriended many science teachers during the conference, and that to me is the most valuable part of this experience. It lets me know that as a new science teacher I am not alone and that there is always help available when I reach out and ask for it.
She Tweeted You With Science! 05/09/2013
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Comparative Study of the 5Es | BSCS
Click here to read the abstract, “The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation.”
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Changing Hudson Project | Cary Institute of Ecosystem Studies
The Changing Hudson Project curriculum was developed by scientists and educators at Cary to help students understand how the Hudson River changes over time. By collaborating with teachers, scientists, and management agencies, the curriculum has grown to include a wide range of topics that engage students with visualizations, readings, investigations, and actual scientific data.
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Australian Academy of Science – Primary Connections
5E science units – Australia
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Welcome to Ward’s Science | Ward’s Science
NYS state test kits
She Tweeted You With Science! 05/05/2013
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Writing Prompts | Good Nutrition Month— | Welcome to Journal Buddies
57 writing ideas/writing prompts about Good Nutrition Month
Post NSTA Conference: Putting Lessons to Use
#NSTA13 Series: Day 1, Day 2, Day 3
Sense Making and Wrap Up
Wow, I can’t believe it’s been almost a month since attending the NSTA conference in San Antonio! I did learn a lot from my sessions and networking, and definitely did not waste time tweaking my instruction and teaching strategies. One of my PD goals were to spend more class time for sense making and wrap up. I have been using a lot of sticky bar graphs, and poster charts lately to get students thinking about what they know and what they’re learning.
Vocabulary
Another thing I’ve been working on from my sessions is being more deliberate with academic vocabulary. I used to have visual vocabulary word walls, but now I have gone back to tiered vocabulary and picking key vocabulary words at a time explained in kid friendly language. I have noted that students seem less overwhelmed this way, and are showing more understanding of core ideas in class.
We have seven or eight weeks left of the school year, and I still have one more action research project for NSTA. I’m focusing on how to make labs more inquiry based. It is quite difficult trying to explicitly modeling sections of an inquiry lab during the last few weeks of school, but I have noticed that students are more motivated and engaged when they are designing their own experiment than they were when I was using direct-inquiry cookbook labs.
One of the online mentors shared her “design diagram”, which I think will come in very handy next year. I aim to spend the first weeks of school really talking about the scientific process, and introducing them to more student-generated inquiry labs. That will help increase the academic rigor in my instruction, and provide students with more practice on inquiry skills.
Bringing In Speakers
Another thing that I have been working on these past few weeks is inviting more people into the classroom to share how they use science in their careers. Last week, we wrapped up our unit on the Digestive/Excretory systems. In one of our morning conversations, I learned that the cafeteria manager loved talking about nutrition and was looking for ways to introduce students to new foods that will be brought in for next year. I quickly invited her to speak to the students about her work as a nutritionist, and we both came up with the idea of tasting stations. Students were able to try dark leafy vegetables such as kale and Swiss chard, whole grain pasta, exotic fruits such as dragonfruit and lychees, and veggie burgers.
It was a great experience for everyone! The students were able to see her in a different setting and experience new foods; she was able to spend time out of the cafeteria and share her passion for nutrition; and I was able to help students make real-life connections with what we were learning in the classroom.
New foods spread
Exploring the nutritional values of kale and Swiss chard
Trying (and liking!) the lentil salad
Another person who enjoyed her visit to our classroom was our school nurse. On our quest to design our own experiments to find out how physical activities affect heart rate, students needed to learn how to find their pulse and measure heart rate. The school nurse was able to stop by, talk about how to find pulse points, and even demonstrated with a few students on how blood pressure is measured. She loved interacting with the students, and it was a good experience for them to learn from someone else other than me. By bringing in other people to the classroom, I noticed that students are asking a lot more questions these days about what we are learning. They are more curious, and ask more in depth questions about why and how things work. I definitely will have to spend some time over the summer and find more people to come in throughout the year.
She Tweeted You With Science! 04/29/2013
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Animation: Organs of Digestion
Animation showing the path of food through the digestive system
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Animation Quiz – Anatomy of a Food Label
Animation of parts of a food label
