Effecting Change at School and District Levels

Effecting Change at School and District Levels

In order to effect change in my school, I collaborate with other Science teachers. In fact, according to the National Center for Research in Vocational Education at the University of California at Berkeley, “most of the current major educational reforms call for extensive, meaningful teacher collaboration.” (University of California at Berkeley, 1993) The science teachers at my school meet three days each week. As Department Chair, I encourage the sharing of information acquired at workshops and other science-related events so that all students can benefit from this knowledge.

I have faced several challenges. Some of the new teachers have become overwhelmed and some of the veteran teachers are uninterested. The new teachers are relieved, however, to learn that the veteran teachers have similar first year stories. In addition, I have asked veteran teachers to share their best classroom strategies for classroom management, which seems to be the major hurdle to cross. It is important to know what works so that each teacher can replicate that in the classroom. It is just as important to know what has not worked, so that modifications can be made that will allow for success in the future.

Collaboration allows teachers to talk about topics in the curriculum. Teachers can also discuss behavior and attitudes as well. I work in a middle school that educates seventh and eighth grade students. Most of the teachers in my department and in my school are first year teachers. In addition to having the challenge of being a first year teacher, it is extremely important for teachers to understand the middle school child.

Although my school has limited resources, the information, especially information regarding Internet resources, has been phenomenal. Schools and teachers benefit in many ways when teachers work together. In fact, a “growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.” (McClure, 2008) In addition to assisting teachers in providing high-quality science instruction, collaboration also leads to teacher retention and teacher satisfaction.

References
Teacher Collaboration in Secondary Schools. (1993, December) Center Focus. Retrieved from http://vocserve.berkeley.edu/centerfocus/CF2.html
McClure, Carla. The Benefits of Teacher Collaboration. (2008, September) District Administration. Retrieved from http://www.districtadministration.com/viewarticle.aspx?articleid=1682

Keeping Up With Global Competition

I agree with the spirit of the article, “What’s our Sputnik?”, by T. L. Friedman. The space race definitely grabbed our attention and held our attention for many years. As a result of our ingenuity, our country was the first to land a person on the moon successfully. Since then, our accomplishments have paled in comparison. Although we live in a highly technological society, many of the computers, cars, and appliances we use are made in other countries. In addition to money pouring out of the country because of our technology purchases, a high percentage of our Federal budget is allocated to war spending. I saw the attached political cartoon a few weeks ago. It is sad but true that far too much of our monetary resources are being spent on war. Yes, waste needs to be removed from the Federal budget. However, unfortunately, the proposals cut too deeply into education. The kicker is, it is only via an educated society that we will have our Sputnik.

Another cartoon also caught my eye a few weeks ago. In this cartoon, penguins are standing on a diminishing iceberg with the pollution from a factory wafting into the air in the background. Our Earth is suffering from the consequences of centuries of industrialization. Something has to be done.

At a local level, STEM education should be a priority in the schools. In order to have our Sputnik, students must be highly educated in science, technology, engineering, and math. Unfortunately, this is not the case. According to the White House Blog, “American 15-year-olds ranked 21st in science and 25th in math compared to other countries.” Other countries are making education a priority. In order to remain competitive, we should do the same.

At the state level, education should be a protected budgetary item. Everyone in a society benefits from a well-educated society. As crime is increasing in many areas, it is clear to see that we all have a better life if we are not surrounded by poorly educated people that do not have the potential for gainful employment. For the third year in a row, Maryland public schools have been ranked number one by Education Week, a leading education newspaper. We were also ranked number one by the College Board for AP performance. Teachers in Maryland are being thanked for this great accomplishment by facing steep budget cuts, which will decimate the high-quality programs that we have. A rally is planned at the state capital next week against proposed education funding budget cuts. I will be there to make sure that my voice is heard.

President Kennedy made a declaration that we should land a man on the moon before the Soviets. Our president should point the country in the right direction with a declaration and financial backing. I think we need a new event to spark attention and commitment to science education reform to bring it back to the forefront of global competition. What could be our Sputnik? I think it could be the perfection of nuclear fusion that could provide a feasible, clean energy source for the 21st century and beyond. Something that would leave the need for fossil fuels obsolete. Free and clean energy in buildings, and converters for free and clean energy in vehicles. A source of energy that would not only allow us to save our planet, but that would also make it possible for us to allow humans to travel past the moon…to other planets, and other worlds.

References
Friedman, T. L. (2010, January 17). What’s our sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.
Changing the Equation in STEM Education. The White House Blog. Retrieved from http://www.whitehouse.gov/blog/2010/09/16/changing-equation-stem-education
Welcome to MSDE. Maryland State Department of Education. Retrieved from http://www.marylandpublicschools.org/MSDE

Modeling Earth Science

I allowed my students to create an edible Earth in order to teach them about the layers of the Earth and to introduce plate tectonics.

I introduced this lesson by asking the students if they were familiar with the story, “Journey to the Center of the Earth.” Most students indicated that they were familiar with the story. We discussed the fact that many Science fiction movies are based on factual information; however, there is also fiction in the story. This is the reason why it is in the genre of Science fiction. I also asked the students to share some information with me about fossils. I asked the students to think about the reason why similar fossils are found on different continents. I informed the students that we were going to create models that explain how the interior of the Earth is actually structured.

The students were highly engaged in this lesson. In this activity, students created an edible model of the layers of the Earth using marshmallows, crispy rice cereal, butter, a gum drop, and chocolate syrup. The interior of this model is very similar to making Kellogg's® Rice Krispies Treats®. First, the students placed a red gum drop inside the middle of a large marshmallow. Then, students stirred cereal into marshmallows and melted butter. This mixture was then rolled into a ball around the gum drop which was inside of the large marshmallow. After that, students covered the cereal ball with the type of chocolate syrup that hardens. When cut in half, students saw that this model represented the layers of the Earth, namely, the inner core, the outer core, the mantle, and the crust. Students then used a small tube of decorative cake icing to draw tectonic plate boundaries on the model. This model demonstrated that the Earth is made of layers and covered in tectonic plates. Students also created individual drawings of their group model with labels of the layers of the Earth. Information about tectonic plates was also included on this drawing. The goals of my lesson were met. The evidence of this is the individual drawings the students made of their group model.

During the “wrap-up” discussion at end of the class, I again reminded students about the reason models are used. I also showed them a model of Earth in their textbook. Several students referenced the fact that the size of the layers of their models was similar to the layers in the textbook, which caused me to believe that my lesson was effective. We also discussed Pangea, and the theory that the tectonic plates have drifted over time. This is the reason that similar fossils are found on different continents. The students are now ready to be introduced to the theory of plate tectonics, namely, mantle circulation, divergent/convergent/transform fault boundaries, earthquakes, and volcanoes. In the future, I will also include information about a recent volcano or earthquake to provide a real world connection.

Developing Scientifically-Literate and Compassionate Students

In order to be scientifically-literate, students must overcome a fear of science. They must be able to understand scientific processes and concepts. They should have the skills necessary to find answers to questions about which they are curious. They should also be knowledgeable in STEM (science, technology, engineering, and math).

There are several ways that I promote scientific literacy. In order to keep students aware of advances in the scientific community, I discuss "Science in the News" daily. I use resources such as The Washington Post, The New York Times, CNN, and www.earthweek.com. These resources provide science news information in areas such as technology, advances in medicine, discovery of new species, discovery of new items in space, and information on natural disasters, just to name a few.

I also encourage discussion during class time. I remind students that it's good for them to be curious. When they ask questions, even when I know the answer, I often respond with, "Let's look that up." I do this so I can model various methods of researching information. I stress that it is important to get information from reliable sources.

We also started a STEM club and a Science Bowl club in our school this year. These students will work on science projects that will further increase their knowledge of scientific processes and concepts.

Finally, I am considering making a solar cell in the classroom. I want to do this because I want them to see how solar power works first-hand, and I want information about alternative energy sources to be ever-present in thier minds.

After the tsunami hit Thailand in 2004, I organized a tsunami relief campaign in my school. Our students traveled to the Thailand Embassy in Washington DC to present the donation. We met with the officials of the embassy and the students requested that the funds be used to assist building a new school for students in Thailand.

NEWS FLASH

I received an email from the HHMI Ask a Scientist website today. This is the message that was contained in the email:

Danita, thank you for submitting the following question to the
Howard Hughes Medical Institute's Ask a Scientist website:


If the definition of a cell is changed to mean anything that has its own DNA, what other entities that are not considered to be alive would be placed in the "alive" category?

Here is a response provided by one of our volunteer scientists:


I can only think of viruses. DNA is retained to some degree in fossils, amber-embedded insects, and so on.

We welcome feedback from you about this answer to your question and
appreciate your interest in Ask a Scientist.


Ask a Scientist Coordinator

So, apparently, there was no great international debate regarding my question. It must have just been a backlog.

Again, it is a great website. When I share it with my students, I'll be able to share my experience, and remind my middle school students to remain patient as they wait for a response.

Backward Design Lesson Planning

The backward design method of developing lesson plans differs from the traditional method. It focuses on assessment first and then instructional activities.
"Backward design forces teachers to look at the big picture with the end goals in mind. In backward planning teachers set the vision or the essential understanding of their curriculum or unit, decide how students will provide evidence of their learning, and finally design instructional activities to help kids learn what is needed to be successful." (Backward Design 101)

The goals of my lesson were to allow students to work in small groups in order to understand and describe how human activities produce change in the natural processes in Maryland. Students were able to improve 21st century learning skills by using laptops in the classroom to conduct Internet research on their species. The goals of my lesson were met. The students were able to work in groups and were also able to describe the impact of human activities on the environment. This is evident by the work produced by the students

The backwards design model is a process that begins with knowing the desired results first, then working backwards to develop instruction. In my customary form of lesson planning, I know the goals and objectives of the curriculum and create the lesson plan from there. The difference in the backwards design process is that the educator also considers the learning that will endure over the long term. Focusing on the enduring knowledge should be essential in education, as enduring knowledge is really what education is all about.

Although I attempted to upload photographs of the student work, I received a message indicating that the images "could not be uploaded due to internal error". A typed copy of student work appears as follows:

Snake Head Fish
by K. Carter
Don’t be fooled by its size
It’s very deadly.
Originally from a pet store they think
With sharp teeth and a
Rude attitude.
Very deadly fish.
It can walk on land from pond to creek
Populating so fast meaning less fish to eat.
It’s the Asian invasion of all these creatures.
It’s a war of nature I hope we win
American species live I cheer again and again

Stink Bug
by J. Matthews
The alien bug that we know little about
It came from Asia, we know without a doubt.
It smells, it’s ugly, and it eats and it eats everything
So there’s nothing left for me.
You can hit it
But I really don’t want to
Because it will make a smell like rotten eggs
So nasty and smelly
Your belly
Won’t feel well.
The smell will hurt your eyes,
Make you want to cry
That’s why they call it the
Stink bug

References

Backward Design 101. Amherst Regional Public Schools. (n.d.) Retrieved from http://www.arps.org/users/ms/coaches/backward%20design%20101.htm

No News from "Ask a Scientist"

It's been just about four weeks and I have not received a response from the "Ask a Scientist" website. I would like to think that my question was so thought provoking that there is currently an international debate in the scientific community about the possibility that the existence of DNA should indicate that life is present. This, however, is probably not the case. Although I still like the idea that an archive of information is available to assist students with homework, I am currently not very fond of the idea of submitting a question to this website with the promise of receiving an answer within a week's time. I'm afraid that if my students were to experience this, it would discourage them from participating in similar kinds of websites in the future.