Here below is a link to my start to science classroom wiki. I plan to post expectations, examples of student work and resources on the site. I intend to try the discussion tab as a way to set up discussions.

What I have been looking into is to try to get free finished templates, but after fruitless search I created my own. I want the look of the different units to be consistent so it is easier for students to find the information they need and usually ask for. It will eventually also be a resource to me so I have all my materials online. A calendar with the resources we used that day as a link would be very helpful.

To make the site attractive I would like more options than the wikispaces can help me with. I am looking for attractive templates here and am happy to here if anybody has found some. I wonder if I can create one in word and than just past it in, but I doubt that. I am not interested enough to learn this programming language wikispaces suggests to learn. I also would like to have more tabs on each site, but again I did not find a way to adjust that. Other questions I ask myself is:

Can I post pictures of students on my wiki, when the parents have signed a picture release agreement for school? Probably not if I am not creating this as an official school site.

Please have a look at the site and tell me what you think so far.

http://lampicscience.wikispaces.com/

 

I used this wiki to write up a report on a fieldstudy at the same time as I practiced to edit , upload pictures, change picture etc.

I am experiencing how the wiki would  work for students to use as a labreport formate and for me as a way to communicate with parents and students. Ther is a discussion tab for each page that I need to look at. If you have some experience how to use it, please share.

Here is the link to the wiki

http://terrecologyfieldstudylampic.wikispaces.com/

 

For my final project I will create a classroom wiki with resources for students and parents. I want to move all my bookmarks from Delicious and my favorites to Diigo.  Wait I just did. I want to make a screen cast about how to use the software for our probes and transfer data to word processing in Google docs for shared lab report writing. This would also benefit the rest of the science teaching team. But now to Moodle.

Moodle provides a very organized web-based interface so that you can provide students with content that comes in the form of links, uploaded files, easily created web pages, and content organizers. You can upload most types of files such as graphics, documents, PowerPoints, animations, or you can create links to valuable resources on the web. This common web-based delivery method allows students to access course materials anytime and anywhere.

2. Moodle automatically creates an account for each student. Within this student account, a student can manage their profile, view their own activity reports, and see graded feedback from their teachers. Something that my school has to make a policie about first before I would be able to implement it. Teachers can view all the accounts in a grade book and view activity reports from each student or by completed activity. Moodle has all so a report generating system for each student. It is good at managing online courses, but you need to download software to a server and manage the administrative part of student id and access. I would need some cooperation from our schools IT department which I can not get in the next few weeks.

The communication part of Moodle intrigues me. Students can send messages via the message system, add to forums via the bulletin board system, and they can chat in safe teacher monitored and script reviewed chat rooms. Students can even have Moodle email them on individual updates to an external email account. Glossaries can be created for current vocabularies.  Branching stories and lessons can be created that have links to pages for review or advancement. Moodle provides a quiz format that is automatically graded and automatically inserted into the course grade book. Love that. Students can also take surveys and give feedback.

And than I found the following advice:

“Although you may hear people say that "anyone" can run a moodle instance, regardless of skills and experience, this is not exactly true. The more features that are added to moodle, the steeper the learner curve for new users. Most teachers or instructors do not have time to learn to use all the moodle tools, engage students, AND run the system itself. There are a number of security issues, privacy issues, etc. that you might overlook if you don't have a good understanding of roles and role settings. If you are one of a group of teachers using moodle, then the complexity grows. Courses must be created, students must be added to the system and assigned to the right courses, and support must be provided for teachers and students. “(http://docs.moodle.org/20/en/Hosting_for_moodle_teachers )

 

So I am going for a wiki at wiki spaces right now.

Explanation and argument as part of science education.

 Helping students to form an informed argument opinion is all I do all day.  I see science as a tool to help students think logically , be problem solvers and form opinions based on facts. I like the structure that the article “Generate an argument” provides and appreciate that this is something that we should push for.

In 6^th grade to write a conclusion based on the experiments data is a start and I push them to understand how scientists build their theories based on facts as explanations by letting them discover how scientists developed the theory of plate tectonic with help of the same evidence. An activity I picked up from NSTA. Many activities we do throughout the year require the students to base their argument on evidence /facts and the amount of times I ask them why to get more detail in their explanations is uncountable.

I chose to look at if there is data available based on the great lakes data, since I cover a unit about water quality and water conservation and we are in Chicago and have Lake Michigan on spitting distance from our classroom. To safe some time I looked if some curriculum already is created around this data. I found http://coseegreatlakes.net/curriculum/connect. You need to create a username and password to access the data at http://greatlakeslessons.com/index.php.

I wanted to incorporate some more data about algae bloom, and clean beaches and tried to find data sets including Chicago beaches. I looked at water level to connect Unfortunately I could not find anything catering towards the Lake Michigan and 6^th grade level. I found links to direct life data for the great lakes at. http://www.glerl.noaa.gov/seagrant/glwlphotos/CurrentConditions.html

I finally considered an activity I can modify that connects to fishing steelhead as an ecosystem activity. I have been fishing in Sweden throughout my life and had an opportunity to fish for steelhead in Lake Michigan. This activity is engaging and easy to adapt to the explanation argument part of the assignment.

Before doing the activity you should discuss the background information about steelheads and the available data. Background info on steel head and how to use the active data: http://greatlakeslessons.com/mod/resource/view.php?id=192   I would need to make a class log in ahead of time or share my login with the class.

Finding steelhead with help of water temperature charts http://greatlakeslessons.com/mod/resource/view.php?r=102

I have some comments on the information below in red.

Fish Finders - Lesson 1 Activity: Find The Break! Students will use surface water temperature data to find fish, in the same way that commercial, subsistence and recreational fishermen use surface temperatures to find fish.

What You Will Need Charts of the Great Lakes region (NOAA charts online): Charts can be viewed or downloaded at the NOAA website Great Lakes region – Great Lakes catalog Lake Michigan – chart 14901 Ludington – chart 14937 Big Sable Point – chart 14907 Downloads: Data Sheet (PDF) In this Data sheet which is a work sheet for students I would change a couple of directions. I got to use Zamzar to convert the file to docx so I could edit it. Data Sheet Key (PDF) Big Sable Point bathymetry (JPG) Spring Thermal Diagram (JPG) Optional online resources: To view the Great Lakes region, use the GLOS, Observations Explorer Surface water temperature maps can be downloaded using CoastWatch: http://www.coastwatch.msu.edu Procedure Use surface water temperature contour maps to answer questions. Working as a whole class: 1. Locate Lake Michigan, Ludington and Big Sable Point on charts. 2. Explore CoastWatch surface water temperature maps (Figure: St Joseph). Point out: Image location, date and time. City names, latitude and longitude. CoastWatch uses contour lines to represent isotherms. Each contour line represents a 1 degree Farenheit (F) change in temperature. Grey and black shading indicating the presence of clouds or other possible errors in data. Identify warmest and coldest regions. Discuss steelhead natural history and optimal fish habitat. Fish prefer habitats that (1) are within the fish’s optimal temperature range and (2) have access to food. 3. Discuss thermal fronts. Thermal fronts are the interface between water masses with significantly different temperatures. This interface is a region where water temperatures rapidly change and are often abundant with aquatic life. Temperatures can range 3 to 10 degrees F over a short distance. Thermal fronts with the rapid temperature change tend to be the most productive fishing areas (Figure: Ludington) 4. Discuss upwelling and how physical factors in eastern central Lake Michigan contribute to upwelling at: Big Sable Point (Figure: Big Sable Point). Bathymetry and coastline at Big Sable Point contribute to upwelling and availability of terrestrial insects at thermal fronts. In groups of two: 1. Complete data sheet. 2. Communicate conclusions to class. Ask students where they would expect to find steelhead in Maps A, B, and C from the data sheet, based on what they've learned about steelhead life history and upwelling. Extension  Plan a fishing trip Use a computer with internet access to explore real-time surface water temperature contour maps and weather data. 1. Navigate to surface water temperature maps: Go to: Great Lakes Observation System In the pull-down menu: data mapping / offsite data, select: surface water temps. Select one of the Great Lakes (or Lake St Clair) from the satellite image on the CoastWatch Great Lakes Surface Water Temperature page. 2. Explore real-time weather data: Go to: Great Lakes Observation System Select: Harborview  Icould not find the harborview. Use ocean explorer instead. Select: Harbor to get started (upper middle of the page) Select: Layers (modeled winds, water surface temperatures, latest observations) from the right column. 3. Explore historical weather data: Go to: National Data Buoy Center ( interesting to have a look , but not necessary for this activity) Select: Buoy Select: View history Select: Search meterological data for observations that meet your threshold conditions After the students plan their fishing trips they share the locations with each other and figure out who has the most arguments for the most successful fishing trip.  I have four tables with about 2-3 groups of two students on each. The best four locations are presented to the class, pulling up the data for their fishing trip with an interactive projector. As an extension the students can figure out what boat rentals are near their harbor and what they need to know to rent a boat. I have the experience that it is empowering for students to plan things like this, which can turn into family outings or a trip when they are older. The attached document is a worksheet for the students which includes maps and some more directions.

Week 4 reflections

I use simulations quite a bit and discuss the differences between experiments, modeling a phenomena and simulations with my students. I also show students how scientists use these tools themselves.  NOVA’s Magnetic Storm lets us discuss magnetism, mars and the earth’s magnetic field,  the correlation between magnetism and electricity,  and the many ways scientist use to figure things out , including computer simulations.

http://www.ovguide.com/movies_tv/nova_magnetic_storm.htm

teacher guides are to find at http://www.pbs.org/wgbh/nova/teachers/programs/3016_magnetic.html

NSTA’s Science scope summer 2011 nr 9 talks is focusing on technology with articles about simulations and real life data , which fits in well in our explorations.

Some of the articles are free. http://www.nsta.org/middleschool/

I will look at the links in Technology in the secondary science classroom next before posting some links I use for simulations for 6thgrade.

Titration

http://www.wfu.edu/~ylwong/chem/titrationsimulator/index.html

Great for higschool chemistry as homework before doing the lab themselves. I will share the link with help of delicious with my 8^th grade collague who does some advanced chemistry with her students.

Absorb physics courseware

http://www.absorblearning.com/media/search.action#search

Lots of great interactive animations. You need a license. The free samples would change and you can not plan around them.

Net Frog

http://frog.edschool.virginia.edu/Frog2/

A frog dissection. I am opposed of using whole animals for dissection for Middle School students and students not getting into a medical career- so great.But this is not really like a true dissection more like point and learn about the parts. The images are not clear but very real. Easier for young learners would be http://froggy.lbl.gov/virtual/ ( not in the book)

I am not very impressed with these dissections, but could not find anything better in a hurry. I thought I saw a good one at one point, but I have not taught anatomy for a while.

PBS  interactive tectonic plate

http://www.pbs.org/wgbh/aso/tryit/tectonics/shockwave.html

Great site where the different zones along the plates come to live. A complement to other activities. You maybe have to make the students really look at the the image to notice what is happening.

Free planetarium software( not in the book)

To figure out what stars and planets are in your sky you can use this free software ore an app on a smart phone. Sadly I don’t own one yet. You just plug in your time and location and will see what you can expect on your night sky. http://www.neave.com/planetarium/

Optics

http://www.ua.es/dfa/agm/upua/UPUA0405/appletOptica/www.hazelwood.k12.mo.us/~grichert/optics/intro.html

A little abstract for my sixth graders. We have a wonderful lab setup with laser which are more fun to work with. More useful for highschool.

Mouse breeding

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=382

Comes complete with teacher materials but not free of charge.

Atom Builder

http://www.pbs.org/wgbh/aso/tryit/atom/#

I could not open the file this time. I remember from the first time I read the Chapter that the activity works well on an introductory level. It is great that the activity gets into quarks .

I have found that these sites get better all the time and there are more appearing every day. Sites that have been free before can disappear or you are being charged for them. There are only a few true simulations out there on other subjects than physics, where the students can change variables to change the outcome of an simulation. There are also many very simple things out there that don’t capture my imagination or load poorly.

An activity with simulations for earth science I put together is here below. I also used sites to let the students investigates the making of tornadoes and hurricanes.

Earthquakes and Volcanoes

 

 

1. http://www.iris.edu/edu/10.5/EQSimulator.html

 

Visit the earthquake simulator website and discover what the intensity of an earthquake depends on. Your purpose is to identify which variable influences the size of the earth quake most. Length, depth or slip. Take notes of the damage for the various sizes of earthquakes. Write a short lab report. Include a table for your variables.  Only change one variable at the time.

After a series of experiments analyze your results and come to a conclusion.

 

Example of a table for your data.

 

Tabel 1: Earthquake magnitude depending on different depths.

trial	length	depth	slip	magnitude
1
2
3

 

1. Ground structure and Building reinforcement

http://tlc.discovery.com/convergence/quakes/interactives/makeaquake.html

 

Investigate the importance of ground structure and building reinforcement.

Answer the following questions:

 

What ground is the safest and which one is the most unsafe?

What simulation did you do to find that out? Explain in detail.

Create a data table to record your investigation.

 

What kind of building reinforcement can be done?

 

3.Volcanoes

What kind of condition favors the building of strato-, cone- or shield volcanoes?

Explore here: http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html

 

Write a short report in your science notebook.

 

 

 

Extra earth quake activity- find the epicenter

 

 Work with the travel time, magnitude and epicenter

http://nemo.sciencecourseware.org/eec/Earthquake/

 

 

 

 

 

I am disturbed that they don't make Flip cames any more? I love my own flip cam. My school purchased some and my students used them as part of a lab report about germination. The movie stories are great ways for the students to process information. I often wonder if the time spend on this is worth it. I rather have them do and analyze another lab.

Screen casting should be great to explain how to use some of the technology. Students can watch it for homework before using it in class. I would need to do some on how to use our Pasco equipment. I will give this a try when I am back in Chicago later in the week.

Glogster: poster lab report? I am not sure how this can be useful. I think lab reports should be straight forward so the energy and focus is on analyzing data and observations. Sometimes the projects the content is suffering because the fancy add on’s in tools like power point. The add on’s get to much of attention compared to the clarity and accuracy of the content. Maybe it could be useful in gathering information about erosion, pollution, recycling, energy and other material where our relationship to the issue needs to be discussed.

 

Voice thread

I like how you can upload images and than comment by voice or writing a comment. This gives all students an opportunity to express an opinion.

Summer adventures in Uppsala Sweden

Pictures and reflections

While taking my last classes for my Master at Montana state University I visit my family in Sweden to celebrate my youngest sons graduation from high school I am stayed for three weeks to be able to combine my studies with family activities. Uppsala is an old university town where my sister, my parents live and my oldest son studies technical physics. The town has old academic traditions with Celsius buried in the old church of Uppsala and Carl von Linne’s residence.  Enjoy the voice thread and see if you feel like visiting.

http://voicethread.com/share/2131870/

I just found the publishing settings and you have a moderate comments option. I am going to use this setting to see how it works. With students commenting each other I would like to moderate the comments even though our students are very polite and sensitive to each other. 

 

There seem to be to trends in society right now that are opposite. One is being constantly in connection with lots of people by face book and twitter like communities. Not only should you update and tweet, but also read others updates and tweets when having a moment to yourself ,waiting for the bus for example.

The other trend is the exact opposite with people trying to encourage mindfulness, living in the moment and paying undivided attention to the people you have close by.

Back to organizing my online live. A goal would be to start using delicious for all links I want to keep track of. I have been introduced to it earlier but did not get around to customizing it. So what are the advantages and disadvantages with delicious versus explorers favorites. I am now emailing myself and interested parts links. In delicious I don’t have to keep track of what I keep in my favorites on different machines or have to export and import them every so often. So I give delicious a try. Originally I imported a bunch of links from my favorites and the organization of delicious did not make sense to me. Instead of folders you have tags and bundles. I can remotely connect to my school servers and I think I have seen that our tech guy has put a file with my favorites in my space on the server to keep. I might be able to import my favorites from there as well.

One thing that can frustrate me when using technology is that I find it takes time from  teaching science. My students learn the basics in word, email, saving in folders and internet policies and behavior in a tech class. At least 6th graders are not used to using excel,word, google docs and I wish they already would be more efficient in using these tools. At least they get some "problem solving "time , collaborating around solutions etc.I guess this is also valuable. What do you think? How much time should we spend in teaching these communication tools?

I believe that learning needs to be active, that is why I base my teaching is based on labs and activities. The most important thing I can teach my 6^th graders is critical thinking and how they need to use facts to come to a conclusion. The different concepts I teach in science are in this ways tools to help my students to become independent learners, who are good problem solvers. Another important goal for me and my school is to help students to be good collaborators who are able to respectfully take each other’s ideas into consideration and acknowledge and respect each other’s different personalities and learning styles. Science has many opportunities to practice these important life skills. I agree here with much what is said in “A new challenge for Science Education Leaders” from NSTA.

I was supported by “Technology in the secondary science classroom” in its analysis of what are best practices in using technology with students. From data collection, images, simulations and to collaboration between students, the practices recommended I found are effective and energizing for students in my own classroom. My school has its own Google apps domain and we use Google apps as a way for the student’s to collaborate. May challenge right now is to find a way/procedure for students to share their work and analyze the results from each other individually or in small groups. The goal is to have all students involved in learning from each other. I love for students’ to be able to share more of their thoughts in smaller groups or individually so all are engaged and also quiet students get used to articulate their thoughts.

The waste amount of information and the different possibilities of platforms on the internet are a challenge for so young students and me. I need to help them find useful information. We did find a way to help each other using probe ware software, finding information, integrating pictures, video and the latest tricks in PowerPoint. It is empowering for students when their knowledge and ability to figure things out is appreciated and encouraged. The ever changing tech. world where I can be knowledgeable but learn alongside my students give lots of opportunity for this.

July 28

Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4

So how has my thinking changed? Not a whole lot. Since when I started teaching science I have been grateful for the fantastic visual aids and simulations which make learning easies for students. The great innovative problem solving quests and other activities posted online are often fantastic.  Critical thinking and to be able to defend your opinion/conclusion with facts is important for students to be able to develop a sense of self. Very helpful when they need to advocate for themselves. I appreciate the time I have spent to organize my online life and transferred all my favorites to delicious and then Diigo. I have sorted them and I can find my resources easier know. I have played around with screen casting and have a project ready to accomplish with this , that will make the students and my life a whole lot easier. I have figured out what I want on my Science wiki and how it can help my students and me to communicate on a different forum and time but in class. Thanks to my colleagues in web tools for teachers I have looked at some other tools like Edmodo to consider. I have understood how twitter can help me send out alerts and reminders when needed.

I am still convinced that each new available tools needs to carefully examined for its usefulness and also integrated with the rest of the schools technology.