Space slideshow information

The slideshow below will be used to teach students about the history of manned space exploration and to launch inquiry about what modifications are necessary for people to survive outside of Earth's atmosphere. Students have already seen astronauts in their spacesuits but have given little thought as to why these suits are necessary, nor to the difficulties that arose in sending men into space in the first place.

This will be a natural "launching pad" to discussion about terraforming other planets for human use (perhaps Mars) in the distant future.

Space

Human Body Systems Project

Human Body Systems Projects

Revised Lesson Plan: Human Body Systems

Human Body Systems Lesson Plan (Revised)

Grade Level: 7 Science.  Lesson topic: Body Systems Structure and Function

Learning Goals: (Texas Essential Knowledge and Skills, Grade 7 Science)

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) use models to represent aspects of the natural world such as a model of Earth's layers;

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum; and

(6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:

(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur;

(B) distinguish between physical and chemical changes in matter in the digestive system; and

(C) recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars.

(7) Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to:

(B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion; and

(12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

(A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;

(B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;

(C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;

(13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:

(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

(14) Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:

(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction; and

(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.

Prior knowledge and misconceptions.  Students in grade 7 have already had prior learning regarding many aspects of the human body, but at a very rudimentary level. They have some idea of how the various body parts work, but are unable to correctly use the language of the discipline, or to verbalize their prior learning in any useful way. This project is designed to “refresh” their memories as well as to give them additional information as to the anatomy and physiology of a typical human.  Student interest is already high without prior stimulation, as students want to learn about this topic, and they also have some understanding that learning this in my classroom automatically leads to their learning about the frog and ultimately to frog dissection. Then they will complete a comparative lab relating to anatomy of the human versus the frog. So basically, they enjoy learning about the human from the “GROSS!” perspective of getting to play with frog guts!

Technology and resources used.  Students will use the Indian Ridge Tech dome and/or the computers on wheels (COWS) to access the webpages necessary to complete this project.  Additionally, whenever possible, students are asked to continue working on their projects from home and to upload all new information that they have gathered.

1. As with Science projects, students will use my class blog, Junior Knights, to access pertinent information and deadlines as the time approaches.

In addition, they will use:

2. www.daramsey2.wikispaces.com Each group will have its own wiki space to share its product, based upon the body system assigned. Each group member must join their group wiki and actively participate.  A grading rubric is provided to ensure full participation by each group member.

3. Students will use previously linked websites that deal with human anatomy. They will access this information through my class webpage: http://www2.yisd.net/education/staff/staff.php?sectionid=6325&http://www2.yisd.net/education/staff/staff.php?sectionid=6325&

or through Google Docs: https://www.google.com/fusiontables/DataSource?docid=1II7fm7cN4pMLXNSHuGpZg-Jz8pu5lagRRhgZyN8&hl=en_US (This is currently in use, the teacher webpage is currently supplying Science Project information under useful links)

In this way, it is hoped that this will serve as a “preventative” measure so that students aren’t needlessly surfing and to increase student and group productivity.

Activities list.

1.  Students will be placed in groups of two-three members each, depending on class size.

2. Using a spinner, the teacher will allow each team to come and “choose” their body system, based on what is left after previous teams have chosen (nervous, circulatory, digestive, etc.) There are 12 systems to choose from.

3. The teacher will discuss the project expectations for the class. Copies of all instructions will also be provided so that students will know what to do.

4.  Students will log on to the school server using the computers available and be given a tutorial of how to use a Wiki, so that participation is possible. Students will also be given written directions and instructions for compliance.

5.  Students will sit with member(s) of their group and decide which partners will be responsible for which project components. This information must be provided to the teacher.

6.  Students will be given the opportunity to ask questions if they have them.

Project assessment.  See rubric below.

Project requirements	Scale Score 4 - 0
Anatomy (All pertinent components are clearly visible and labeled)
Physiology (Function of system is clearly defined)
Injuries and diseases present with description and system effects
Medical treatments are  provided  and discussed
Homeostasis is described and discussed
Body system interactions are present and discussed
Active group participation and collaboration
Active MEMBER participation and collaboration with group

Scoring Scale Rubric 4 Exemplary product.  All members supplied all needed portions, with little to no glaring errors.  Wiki is representative of students’ varied abilities. Imported audio/visual products enhance the aesthetic value of the final Wiki. 3 Very good Wiki.  Members supplied all needed portions with some errors.  Meets all project expectations. 2 Average product.  Some members did not supply the needed information to complete the Wiki. Missing a few portions of the Wiki. 1 Poor Wiki.  Members failed to supply much of the needed information to complete the Wiki as instructed. 0 No product.

Using Podcasts in a 7th grade (Science) Classroom

After some consideration, I have decided to implement podcasting while making modifications for students with special needs. Some of the students that I have are dyslexic or have some type of learning disability that precludes their being able to read simple (and/or complex) text. Currently, one of the classes that I teach has 28 students: 4 that are limited English proficient, 2 that are very Dyslexic, 8 that are Special Needs or other health impaired, and the remainder of which are regular education students.  Due to the inordinate number of students with some type of special needs, my class has been given an ESL (English Second Language) tutor as well as a Special Education teacher that help the students as I am teaching. Although the help is there, reading the test is not an option for all students, as they do not have accommodations which enable me to provide this service to them on a regular basis. This presents a huge problem during testing of any kind, which is required by all school districts. Using podcasts to “read” the questions to the students might be a hugely viable solution, since students would be able to access the podcast in our school tech dome and listen as the test is being read to them, to include any and all modifications that have been done to the test.  Additionally, the podcast could serve as documentation that the individual education plan (IEP) for each student is being met. Students would then be more able to complete the exam without further help.

Another way a podcast could be used is to read fiction or nonfiction literature or short stories to students.  Students in the middle school love to be read to, and will listen intently as long as they don’t have to read for themselves!  I have read “The Lorax” by Dr. Seuss to my students since it deals with environmental issues and I teach science to seventh graders. But I also know that my block leaders, who teaches language arts to our group of students, reads novels regularly in her class and the students thoroughly enjoy this.

Using Audio Podcasts in the Classroom: An article review

In reading the article “Use of audio podcast in K-12 and higher education: A review of research topics and methodologies” I found that most podcasts are relegated to instructors delivering lecture and/or supplementary materials to students allowing them the latitude to study on their own time as well as to replay pertinent information to ensure understanding about a range of topics. Concerns relating to students’ failure to attend classes due to the podcast’s availability are generally unfounded, since students typically prefer face-to-face interaction with their professors.

Most barriers to podcast use included student unfamiliarity with the format, technical issues arising from downloading, and more importantly, the loss of relevancy in student learning.  Teachers and/or instructors found difficulties involving unfamiliarity with podcasts, finding relevancy in their subject matter being taught, and often, a lack of time to prepare the podcast for broadcast in a timely manner. These were referred to as “first-order” and “second-order” barriers. (Hew, 2008)  Another barrier to learning is that podcasts are audio-driven technologies. In some cases, vodcasts (video-driven technologies) might better enhance learning in the student.

The reading suggested that a hugely valuable experience is to let students create their own podcast to establish the relevancy of their particular issue themselves. Students generally have a positive attitude towards the use of podcast and the ability to replay important information is of value to anyone trying to grasp a difficult concept.

A Halloween Podcast: The Raven, by Edgar Allan Poe

The Raven by Edgar Allen Poe

Sorry, I couldn't get this to embed properly.  Here is the link.

Using a Wiki to teach about the Human Body systems

NERVOUS SYSTEM WIKI SAMPLE

Grade 7 Science: Human Body Systems Wiki

Texas Essential Knowledge and Skills:

Science:

(12)  Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

(B)  identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;

(C)  recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms

Technology:

(7)  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(D)  demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics

Students will be using the Wiki to demonstrate their abilities to access information on the Internet as well as to discern viable information to submit as research in a Science project. In this lesson, students will be using a classroom Wiki to demonstrate their understanding of the Human Body system that they were assigned to research. This is a collaborative effort, so student involvement with their final product can be monitored and assessed in this manner.

Students will be working in teams of three:

1)      Student one will access and provide information on the anatomy of the body system, providing clear graphics which depict the location of the body system and its various components with appropriate labels.

In addition, student one is responsible for all editing done to the final wiki submission (proofreading and editing of information).

2)      Student two will access and provide information regarding the physiology of the body system, providing clear understanding and explanations of how each of the components of their system functions, and how their system interacts with other body systems in order for the human body to function properly.

3)      Student 3 will access and provide clear information as to 5 different diseases and/or injuries that can occur to the system. Describe the type of physician necessary to treat the problems. Explain the prognosis for recovery and describe treatment that would be used on a patient. Is recovery possible or not?

Additionally, all members are required to cite their sources.  Show what websites were used and give proper credit to those sources.

Grading Rubric:

          4 = All components are present and work presented is exemplary.

          3 = One or two components are missing and work is well done with few errors

          2 = One half of the information is present and there are many errors in both information and editing

          1 = Project was submitted but is missing almost all components, or information submitted is very poor quality.

          0 = Unscorable

TPACK

After much introspection and after reading the articles as well as watching the video regarding technological pedagogy and content knowledge (TPACK), I have come to the realization that for 18 years, I have always utilized technology in some form or another. As I was entering education in 1994, my campus was chosen as a pilot school to begin implementation of the teacher laptop initiative, and my administration at the time highly encouraged all teachers to seek professional development to learn technological skills that applied (such as word processing, databases, spreadsheets, and keeping a grade book, but little else.) By 1998, I was one of the frontrunners on my campus to learn how to edit webpages using html editors and to import sound in the form of .wmv files (my webpage played the "X-Files theme song"). The poster above depicts what a student would have found on my teacher webpage. I also integrated the use of webquests by linking topics with working weblinks so that students could do active research rather than relying on antiquated books in our library. To this day, it amazes me how our library has books that are older than the children who read them, and yet, they use this information as scientifically valid information! Science evolves all of the time, it is not a stagnant pool of information.
Because I was eventually forced to shut down my teacher webpage in lieu of the district's own chosen web design, my students have little insight as to the teacher that I am. This is why I have so enjoyed learning about using the blog. I am currently using my blog for my Advanced Science students. They are working on Science projects until December 2, 2011. Since our district has adopted new curriculum standards (in the form of C-Scope) and the program allows for little to no deviation, I am working with my students online. I found out during class time that my students all have computers and access to the internet, so I gave them the link to my teacher website and my blog. Junior Knights Science. Students are able to use the information on the blog to find out about upcoming deadlines, they are able to download documents that they need for their project, and when necessary, links for videos used in class will be added so that students who are absent may still participate and not fall behind.
I am also using the blog to see what students think. They are able to post to me so that I know if there are problems. I respond as soon as a I receive a message. The blog has become a critical part of the class' responsibilities, but they appear to be enjoying the integration because it allows me to teach them other topics that might not otherwise be covered in class. For instance, through the Autumnal Equinox link, students could find out about what one is, and know when it occurred. This topic was barely touched upon in class.

Junior Knights Science blog survey

 Hello Everybody!  Please take a look at my student blog page and my survey, they are linked! Your opinions are greatly appreciated!

Junior Knights Blog Survey


Junior Knights blog page

ASARCO

This is something to definitely worry about, considering that they are now bringing down the smokestacks and who knows what was incinerated in them!  Much of the west side of El Paso and the surrounding area is contaminated, and the city has voted to allow them to raze it and put a shopping center over the site?!

Using wikis in the classroom

Since my current assignment is 7^th grade science, the use of technology to do classroom projects would be a big boost to my students’ engagement and learning. Students already show their capacity to learn new technologies when given the tools to work with. Students already use collaboration techniques whenever they are given the opportunity to do so. Therefore, using a wiki to allow students to collaborate through technology is more likely to provide positive results in their learning curve. The old saying goes, “two heads are better than one.” When students are allowed to research and discuss their ideas with one another, they can create a product that otherwise would not have been created without that collaboration. 

I have seen on a multitude of occasions that students have had their previous learning stimulated by something that was said by a classmate, and they say “I forgot about that” or “I never thought of that”. This discourse allows the students’ mind-frames to be stretched and new ideas to be formed, allowing learning to take place.  When collaboration is used, the collective learning of the group is enhanced.

In my classroom, I will use the wiki to have students complete research on various topics, such as anatomy and physiology of the human being, terrestrial biomes and organism interactions, chemical reactions in living things, and any others that I can think of that relate to biological sciences, since that is primarily what is taught at my grade level.  I will employ a grading rubric to ensure that my students fully understand the teacher expectations for the project; I will give them positive and negative examples of work so that they can provide their own comparisons; I will create teams with specific jobs for students to choose from (hopefully with them deciding to choose from their own strengths to make the collaboration effort all the better); and I will provide them with frequent feedback mechanisms so help to assuage feelings and/or prevent too many ill effects of a collaborative group effort.

What I have recently learned through creating and using a blog for my students is that they learn quickly what is expected and will comply with teacher expectations as long as they are clear. Frequent checks for understanding are important, and when students do collaborate, they frequently are able to troubleshoot their own problems, so that the teacher becomes facilitator, as it should be.

Damage at nuclear facility after Virginia quake

Japan's clean up effort continues

New blog spots for me!

I've chosen to read the following, since they tend to deal with life sciences, science in the classroom, or 7th grade science:

"Superb Seventh Grade blog" at:

http://superbseventhgradeblog.blogspot.com/2011/08/welcome-to-superb-seventh-grade-blog.html

"Stephanie's Class Blog" at:

http://stephanie-stephaniesclassblog.blogspot.com/

"Ms. Bouliane's 7th grade Science Site-Ms. B's Science Blog" at:

http://boulianetms.weebly.com/ms-bs-science-blog.html

"Innovations Celebrations" at:

http://lisasnov8trs.blogspot.com/

"Flint News Now Archives" at:

http://topics.mlive.com/tag/Life%20Science/posts.html

"Science Buddies" at:
http://www.sciencebuddies.org/blog/index.php?From=Tab

Creating a blog for the middle school Science classroom

Hello all-

After having worked with middle school students, specifically, seventh graders who typically range in age between 12-14 years for the last eighteen years, I have come to the conclusion that my little beauties require quite a bit of prompting and reminding in order to get things learned and to have assignments submitted in a timely fashion. Since my students enter my classroom with a generalized attitude that there are no “time limits” for turning in work, it is essential to a) engage them in topics that are of interest to them, and b) allow them the opportunities to seek answers in the various modalities available through Web 2.0.  One of the main difficulties in allowing this discovery and development of their young minds has been the continual disallowing of outside media (i.e., their I-pods, I-pads, PSPs, Droids, etc.) in the classroom. Ysleta I.S.D. specifically has an electronics policy that precludes their use in the schools. To get around this issue, a classroom blog will be created so that students will be able to access information and be able to actively participate in virtual classroom discussions in a more “meaningful” way than they might have ordinarily done in a real-world classroom under the scrutiny of their peers.

My Advanced Science students are required, per our Campus Improvement Plan (CIP), to propose and create a science project that is of their own choosing. I plan to use my blog to give students updates on project requirements and due dates; to give access to audio and visual podcasts to further their understanding about what constitutes a good project and how to determine appropriate scientific variables in a given project; to provide students with opportunities to use a digital camera to document their project and then to upload that information to the class blog; use hyperlinks to allow students access to my teacher website so that whenever they are absent they can retrieve assignments that must be completed; and probably most important of all, to allow them access to reach me even when we are not in the classroom, via email and texting so that they can get an immediate response to their various needs.  I plan to allow them to do an electronic project (if they choose to do so of their own volition), to let them incorporate their many talents in their own plan of exploration. I have, in the past, had a pair of students who created and wrote their own video game, and it actually worked! They were able to display their game and play it in class! Allowing students to expand their own learning horizons is key to them becoming critical thinkers in the real world, and allows students the freedom to say, "Hi Miss! I just love being in your class!"

If you would like to see my new class blog (under construction, so to speak) then check out:  dramsey2@blogspot.net

Ways to teach the I-generation

Hello all-
The article and the posts that I read on the I-generation proved to me one very important clue...even as "tech-savvy" as I might wish I was, I am no where near as tech-savvy as even one of my students. When I speak to them of applications in computers, gaming or their i-phones (and/or their Droids), they are able to run circles around me.  I am definitely the product of the "Baby Boomer" generation, but I have also diligently tried to be one of the most progressive and open-minded teachers that my students have. I've tried, always, to provide my students with opportunities to learn and use the available technology and applications at our school. One of the main problems has been that because of district behavior codes, electronic devices are typically not allowed in the classroom. There are reasons for that...sometimes students are off the teacher-imposed educational task and are texting their friends or surfing the net, or emailing someone.  Worse yet is when class is disrupted when a student's cell phone either rings or leaves a text for the recipient.  For these reasons, students are typically told to turn their phones off and they are only allowed access to them during lunch or after school.  This severely curtails their access to learning applications that they would otherwise be accessing so that they could learn more about a topic of discussion. My students have offered many times to "Google" something to provide the class with information. There have been many instances when I wanted to allow them to do just that.  Usually I will access Google myself to look up information when it is needed. Critical to having the student understand what's important is the teacher. It is the teacher's responsibility to point the student in a direction that leads to learning; to have them gauge a site with a critical eye and not to accept blatantly false information that can be posted by "just anyone."
Technology is rampant and used everywhere.  Although I do not have small children, my boys are of the Y-generation and are much more technologically literate than I am. As a matter of fact, one of them has taken computer programming courses at Hanks and has certificates of completion that could get him hired on the Geek Squad at BestBuy. When I require troubleshooting to my smartphone (I have a regular Blackberry Storm) or my computer, I usually call on my kids to fix it. (They are 26 and 25). My youngest is currently a troubleshooter at AT&T.
Recently, my husband and I were eating lunch together at a local restaurant and found a table of 16 people in which all young people in the group were actively engaged using their phones or personal gaming gear. There was almost no conversation occurring with the young people.  The elder people of the group were almost as bad, as they were texting and not talking very much to one another!  Maybe they were holding conversations in text... hmmm.  Interesting.  On another occasion, my cousins came to visit me, and all we did was exchange ringtones on our Smartphones. Never mind that one of them lives in Phoenix and the other one in Raleigh, N.C., and that we really should have been talking to one another!  It's obvious, the world is a-changing!

Voice of America: Nuclear Waste Disposal

EDT 5372: Web Tools for the Constructivist Classroom

Week One Assignment:

What does a Web 2.0 classroom look like? What does it mean to create a technology-rich constructivist classroom? A Web 2.0 classroom would be technology rich with computers or some form of technology easily and readily accessible, and being used regularly. Information would be tapped from the world-wide web through research using search engines to help students to refine a search on a subject. Students might submit work that is purely electronic rather than paper driven, and they would be using today's media types of files to access information and to process and create products that reflect their new learning.  These products could be problem-based requiring inquiry and research and when possible should reflect the student's interest base.  Students would be able to use social media to collaborate with fellow students to enhance learning and major projects that have been assigned by the instructor can be meted out in a jigsaw fashion and then woven together in a final tapestry that is representative of the groups' work and their collaborative research. In addition, they would use Advancement Via Individual Determination (AVID) strategies in the form of writing, inquiry, collaboration and reading (WICR) to promote college readiness standards. By using the various methods and resources available, students would use cutting-edge technology to promote their own learning and metacognition. When students are allowed to delve into their own interests, they are going to be more likely to continue digging for information to make their product more complete, understandable and useful as well as enjoyable. Students can use blogs and wikis to collaborate  and this learning can continue in the evenings when the student is away from school or even on weekends if the instructor is available.  Students can even learn to keep digitized portfolios of their work to show how their learning has grown, and include digital formatting that might include flash players or movies that they have created.  This information could also then be uploaded to the internet for public access to become a permanent digital portfolio of their own learning.




 

Nuclear waste disposal?

How many of you are aware of the major problems at nuclear waste facilities world-wide?  Did you know that spent fuel rods are kept "on site" in perpetuity since there are no places to store this waste?  This is part of the problem that was exascerbated by the earthquake and tsunami at the Fukushima-Daiishi plant in Japan and is capable of occurring at the nuclear facility in San Diego.  Almost 1/2 of our nuclear facilities lie on fault lines!  Comments?

Welcome to my Environmental page

Hi everybody.  Welcome to my blog.  I want to especially make everyone aware of some of the recent things that I've been researching regarding environmental waste dumping in the El Paso area and get some feedback from people who have been directly impacted by this.  If you know someone who has been affected by illegal dumping, say, behind your home or in your neighborhood, or you know someone who has lived in and around the old Asarco plant or near Western Refinery (or other hazardous places around our area), please let me hear from you!