Category: Science

April 22nd is Earth Day. Celebrate it with your students by letting them visit these websites:

1. Breathing earth– the environment
2. Breathing Earth YouTube Video–of CO2 use, population changes, and more
3. Conservation Game
4. Earth Day—NASA Ocean Currents
5. Earth Day Printables
6. Eco-friendly house
7. Ecotourism Simulation–for grades 4 and above
8. EekoWorld
9. Footprint calculator
10. History of Earth Day–lots of reading
11. My Garbology
12. Starfall — Every Day is Earth Day
13. Storyboard That! Earth Day lesson plans

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One of the hottest topics in schools and an area of greatest need is STEM resources.  Earth Networks has developed creative and compelling STEM curricula on a variety of weather topics. Any school with a weather unit or an onsite weather station will appreciate this site. I asked them to drop in and explain their education programs to the AATT community:

Why Teach STEM?

In the world of education, only a few things remain constant. The weather is not one of them. But people’s desire to learn and understand the factors that shape weather, and the desire to accurately predict it, certainly is a constant. Nearly every business in every industry is profoundly affected by the weather, and knowing how to read and understand the data that is presented to business leaders via WeatherSTEM platforms and weather data visualization software is invaluable. Making weather a part of your student’s curriculum will invariably help them throughout their lives, regardless of the paths they choose.

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STEM is the acronym for Science, Technology, Engineering, and Mathematics. These four topics cover every aspect of our life. Science is our natural world, from the land we live on to the oceans and space we aspire to visit. It’s the weather that changes our picnic plans to the natural disaster that destroyed a town in our own state. Technology includes the iPads toddlers play on, the smartphones we use to guide our days, the apps that turn our lights on and off–or start our car. Engineering is why traffic flows smoothly on crowded roads and why bridges survive despite massive loads of trucks, and is the foundation for much research into global warming and alternative energy. Mathematics happens everywhere–at the grocery store, the bank, the family budget,  the affirmative nod from parents to update a child’s computer to their agreement to add apps from the app store.

Every corner of every life includes STEM, which explains the increasing interest in STEM-educated students to fill the nation’s jobs. According to the U. S. Department of Commerce, STEM occupations are growing at 17%, while other occupations are growing at 9.8%. According to the Bureau of Labor and Management:

… jobs in computing and mathematics are projected to grow by 20 percent.

Significantly, STEM degree holders have a higher income even in non-STEM careers. The reason: Students trained in STEM subjects think critically, develop creative solutions, solve problems rather than look to others for solutions, and create logical processes that can be duplicated in all parts of their life. STEM-trained students understand how to look at the forest and find the particular tree.

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One of the hardest challenges for teachers is how to engage students in core subjects such as geography. It’s about mountains and rocks and valleys that haven’t changed for thousands of years. Why is that interesting? If you aren’t a geography buff, you’re probably nodding. You know what I mean. But watch how quickly the fourteen resources  below morph geography from dusty to dynamic:

2-minute Geology

2-minute Geology is a collection of two-minute videos that address the geology of locations around the world. The presenter is clever, the taping professional, and the experience mesmerizing as students are immersed in the importance of geology around the world–in just two minutes.

Continents Explained

Continents Explained is a four-minute humorous video that discusses the difficulty of defining continents on our planet (with a brief cameo from a Minecraft-like character). I came away scratching my head, wondering how the heck the experts ended up with the seven continents we all accept rather than four–or twelve. The video is engaging, energizing, and informative. This is a must for any discussion on continents.

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For many, study of the human body starts in second grade with an introduction to what’s inside that stretchy, durable skin that coats our bodies. As students progress through school, they dig deeper into concepts of body systems, organs, cells, diseases, and the importance of good health. Whether schools classify these topics as ‘health’ or ‘science’, the importance of understanding the processes that allow us to survive can’t be overstated. Prove this by asking students for personal examples of health problems that upended their lives. For some, it’s as normal as a broken arm, but for many more, it ends in hospitalizations and orphan diseases.

When teaching about the human body, start with a tool students are familiar with: the fill-in-the-blank worksheet. I see you roll your eyes, but bear with me as I drag this tried-and-true stalwart into the 21st Century. There are good reasons why worksheets have been the backbone of assessment for decades:

• Students write or type the information (and get the benefits of note-taking).
• Students read what they type (and get the benefits of reading).

This lesson plan, though, adds a few digital native twists. First, students create their own template in one of several ways:

• draw it using the school’s drawing tool
• take a picture of themselves with the iPad camera (or another digital camera)
• use an avatar that has basically human parts (like a robot). This has the advantage of tying into class discussions on digital citizenship (why use avatars rather than the real picture?).

Next, students digitally label their ‘human body’. To do this, you might need to review the digital drawing tool (like Doodle Buddy or ScreenChomp), image editor (like Canva or PicMonkey), and/or the annotation tool (like iAnnotate or Notability) being used. Besides learning about their bodies, this integrates technology transparently into student learning, as a process rather than a product — as a tool used to complete their project.

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C-STEM Studio is a California A-G approved curriculum and turn-key solution for teaching science, technology, engineering and mathematics through computing and robotics.  This web-based scalable program is available for elementary through high school students and can last anywhere from four weeks to a year. As Professor Harry Cheng, Director of the UC Davis Center for Computing and STEM Education who offers this program, states simply: “Our goal is to get kids interested in math and robotics through hands-on computing and robotics.” In fact, the C-STEM Studio algebra curriculum is fully aligned with Common Core state standards in mathematics.

Programs that run through the Studio are:

• Linkbot–students write a simple program to complete a function that is then uploaded to a robot–in this case, a Linkbot. One feature I found in this program which I rarely saw in others: It’ll point out syntax errors in programming. This is well-suited to younger students.
• RoboSim–students program a virtual robot of their choice (by picking from among Lego Mindstorm and others) in a virtual environment.
• RoboBlockly–a web-based robot simulation using a drag-and-drop interface to program virtual Linkbot and Lego robots. The RoboBlockly curriculum includes a student self-guided Hour of Code activity as well as teacher-led math activities that meet Common Core state standards for fourth to ninth grade.
• ChArduino–students use Ch programming (kind of a simplified, easier-to-learn C+) and an Arduino board.

To assist teachers, UC Davis offers professional development  that lasts between two days and a week on how to roll out the lessons and/or curriculum in their classrooms as well as a C-STEM Conference to share ideas and stories with other educators.  For students, there are CSTEM camps and competitions to showcase the robot wizardry of programmers from elementary through high school.

To evaluate C-STEM Studio, let’s look at three questions:

• so what
• who cares
• why bother

So What

One of the most pressing and timely issues facing the education community nationally is how we can address teaching math, science, and engineering concepts to the K-12 population. C-STEM Studio does that with a compelling and thorough software program which trains both students and teachers to use robotics as a superior vehicle for learning math.

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I’ve had a lot of questions in the last few months about STEM (Science-Technology-Engineering-Math) in the classroom. Ask a Tech Teacher contributor, Sara Stringer, has a great article that will help demystify this topic: 

STEM is the acronym for Science, Technology, Engineering, and Mathematics, and covers an immense range of subject areas. Across the nation, STEM is of the greatest significance due to the function these particular topic areas perform along with the extraordinary influence they possess at many levels of society. 

Scientific research thrives off the exploration of chemistry and biology, in addition to climatic initiatives such as sustainable and nuclear power. It is hard to come across an area of contemporary society not connected to these themes in some way.

Labs Lost to Educational Rigidity

Businesses such as Pacific BioStorage specialize in providing support to pharmaceutical companies, universities, federal research labs, and hospitals across the nation. The niche has grown in response to the needs of the laboratory industry.

Redefining the lab tasks that high schoolers conduct can be a significantly helpful response to the lack of interest in science in some schools. Revamping lab work can raise the affinity for scientific investigation and learning.

High school lab studies typically concentrate on solely the scientific method. A scientific, logical progression of procedures brings the student to the findings and engages them. Illustrating the complexities and logistics of science and research is a stronger approach to bringing students into the scientific community.

Given that a great many of these STEM business sectors link themselves to our federal and state governments to some degree, it is safe to assert that our country depends on them to keep running.  Schools across the nation are making an effort to develop a more robust curriculum based in these subject areas.

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Convincing students–and teachers–of the importance of keyboarding can be daunting. Youngers find it painful (trying to find those 26 alphabet keys) and olders think their hunt-and-peck approach is just fine. Explaining why keyboarding is critical to their long-range goals is often an exercise in futility if they haven’t yet experienced it authentically so I’ve resorted to showing–let them see for themselves why they want to become fast and accurate typists. To do this, I rely on a system they already know (or will be learning): the Scientific Method.

Let me stop here and point out that there are many versions of the scientific method. Use the one popular at your school. The upcoming steps easily adapt to the pedagogy your science teacher recommends.

I start with a general discussion of this well-accepted approach to decision making and problem-solving. If students have discussed it in class, I have them share their thoughts. We will use it to address the question:

Is handwriting or keyboarding faster?

I post each step on the Smartscreen or whiteboard and show students how our experiment will work:

• Ask a question: Is handwriting or keyboarding faster?
• Do background research: Discuss why students think they handwrite faster/slower than they type. Curious students might even research the topic by Googling, Is keyboarding faster than handwriting?
• Construct a hypothesis: Following the research, student states her/his informed conclusion: i.e.: Fifth graders in Mr. X’s class handwrite faster than they type.
• Test hypothesis: Do an experiment to see if handwriting or typing is faster. Pass out a printed page from a book students are reading in class. Have them 1) handwrite it for three minutes, and then 2) type it for the same length of time. Each time, calculate the speed in words-per-minute.
• Analyze data: Compare student personal handwriting speed to their typing speed. Which is faster? Discuss data. Why do some students type faster than they write and others slower? Or the reverse? What problems were faced in handwriting for three-five minutes:
  • pencil lead broke
  • eraser was missing
  • hand got tired
  • it got boring

Each student compares their results to classmates and to other grade levels. What was different? Or the same?

• Draw conclusions: Each student determines what can be decided based on their personal test results. Did they type faster or slower? Did this change from last year’s results? Did some classmates type faster than they handwrote? Did most students by a certain grade level type faster than they write?
• Communicate results: Share results with other classes and other grade levels. At what grade level do students consistently type faster than they handwrite? In my classes, fourth graders write and type at about the same speed (22-28 wpm) and fifth graders generally type faster than they write. Are students surprised by the answer?

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Here’s a great lesson plan with three activities well-suited to the discussion of architecture and design in 1st grade:

Review

Students complete three projects in two weeks to aid understanding of architecture, design, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors while practicing good listening skills learned in class.

Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, and neighborhoods. Encourage students to think and analyze critically as they engage in learning.

In figures below, ask students which are two- or three-dimensions? How do they know?

Design the Classroom

Visit Classroom Architect and demo how to design the classroom with drag-and-drop pieces (see figures below). Take suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Develop a sample based on class input and show how to make corrections if necessary.

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Natural disasters is  a related discussion to any number of topics–geography, ecology, Earth Day, even problem solving. Here are 16 websites that bring the power of these natural forces to students:

1. Avalanches
2. Earthquake simulations
3. Earthquakes
4. Earthquakes for Kids
5. Earthquakes–USGS
6. Hurricanes
7. Natural disaster videos
8. Natural disasters—National Geographic
9. Natural disasters–resources
10. Tornadoes
11. Tornadoes II
12. Tsunamis
13. Volcano Underwater
14. Volcano videos
15. Volcanoes

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