Science, Education, and Science Education

classroom applications

Archive for the ‘Investigations’ Category

September 14th, 2015 by Luann

All Means All Part 3: Graphing our Learning Styles

This is the third in a series of blog posts summarizing my reflections on what it means to provide learning opportunities for every student, every day. Find the series here, at  #AllMeansAll 

 
Evaluating-learning-styles
Disclaimer: I’ve read a good deal of literature and opinion around the validity of learning styles. Nonetheless, at the encouragement of a colleague (this colleague) during some collaborative course design work, I pulled out the learning styles inventory* again this year, in Physical Science classes. The intent was to use the data gathered to introduce graphing, and that was a win.  The colleague suggested we share with students WHY we are interested in their learning styles. We are interested so that we can be sure to make learning available to all students in the modality each student best learns. We discussed this in both classes. The real win, though, was what I learned about my students, and what they learned about themselves.

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September 12th, 2015 by Luann

All Means ALL, Part 2: Engineering Design

This is the second in a series of blog posts summarizing my reflections on what it means to provide learning opportunities for every student, every day. Find the series here, at  #AllMeansAll 

Created during Champions of STEM work with BSCS, who probably own the copyright. If asked, I will remove the image.

On the first day in Physical Science, we got into teams and built paper towers as an engineering design challenge. Our process followed the outlined by a group of district STEM teachers working together last school year.

The challenge was simple: Build the tallest tower you can with 4 sheets of 8.5 x 11: paper.

First, a little history on this class:

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November 1st, 2014 by Luann

The Dollar Tree and The Scientific Method Poster

You log into Facebook, and there’s THAT friend, the grammar expert.  The well-meaning grammar cop who is on a personal mission to correct every grammar or spelling error, ever.  The friend who would bring together the programmers who created Autocorrect for a workshop.  We accept that person. We love that person, and sometimes we learn from that person.  Some of us may or may not recognize ourselves in that person. I am not that person. Oh, no. I have a far more nerdy mission.

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March 22nd, 2014 by Luann

STEM ?

STEM?

STEM?

I’ve been pretty amused by the mania to turn our science and math curricula into “STEM.”

My path to the science classroom was unconventional. I took my Bachelor’s degree in Animal Science from The Ohio State University straight to a chemistry lab. I used atomic absorption spectroscopy, gas chromatography, and Kjeldahl digestions to analyze everything from the protein content in alfalfa to pesticide residues in soil. I had to be creative. I had to invent things. I had to mess things up, to do things that didn’t work, and then I had to make them work. Then, I ran the quality control department in a food production facility (human, this time.) If someone had gotten sick or died from consuming our product, I would have been responsible. I got pretty good at creative troubleshooting. I left that job when our first son was born. A bit bored, I joined up with 3 other scientists and a salesman to start a company. We collected soil and crop samples from dairy and hog farmers, analyzed the samples for nutrients, and then manufactured custom fertilizer for the soils and nutritional supplements for the animals based on the feeds they grew. I remained a partner until our last child was ready for preschool. I was at work until about 4 hours before his birth. I returned to work with baby in tow when he was 5 days old. But I digress. And, by the way, was any of this STEM?

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December 12th, 2013 by Luann

Candy 2013: A First Adventure into PBL

For years, my chemistry classes have made candy right before winter break. In years past, we spent a day investigating solutions, then I handed out a recipe and we made the candy. This year, with the blessings of  grant from NBPTS to investigate project based learning, I began to learn how to integrate content into a project. I’m working on using more true PBL instead of simply asking students to do projects. In addition to the integration of academic content into making candy, students blogged about their learning and their work. Some students worked in Evernote and when they finished, posted their work using postach.io.  Postach.io is now a paid app, and the features available for free may change before we use it again. Commenting must be done through Disqus, yet another sign-up and sign-in, so most students opted not to use it. I’m not going to lie – getting kids set up on Blogger through their school Google apps accounts was a challenge, and I’m on the hunt for something better. Next year, I will consider WordPress unless I find something better in the meantime.

Sophia C. http://itissciencetime.postach.io/
James http://chemistrywithjames.blogspot.com/
Shawna D. http://moomoo.postach.io/
Marcus D. http://marcusdu4candylab.blogspot.com/
Hap F. http://hapgoeshard.blogspot.com/
Makayla G. http://makaylaschemistryblog.blogspot.com
Robert H. https://www.evernote.com/shard/s341/sh/547a9e1c-cc74-4235-9cee-528b2b656339/a5ee32d0960810f3f83437be0609a5ba
Kearsten H. http://kearstenschemistryblog.blogspot.com/
Isabel K. http://isabelnkelly.blogspot.com/
Tallan K. http://chemistrywithtallan.blogspot.com/
Victor L. http://chemistrywithvictorlopez.blogspot.com/
Alex P-C. http://alexshardtackcandy.postach.io/
Charlette Q. http://charletteschemistryblog.blogspot.com/
Annika R. http://annikaschemistry.blogspot.com/
Devin R. http://chemhardcandy.blogspot.com/
Joscelynne S. chemistry-js.postach.io
Emily T. http://emilytry.blogspot.com/
Sierra Y. http://nhschemistry13.blogspot.com
Ryanne B. http://ryannebates.postach.io/
Jacob B. http://chemistrycandylab.blogspot.com/
Bronwyn B. http://brblac16.postach.io/
Donovan B. http://moistbread.postach.io/
Grace B. http://graceschemblog.blogspot.com/
http///gracestiedye.blogspot.com/
Calliope B. https://www.evernote.com/shard/s346/sh/588447c7-bd93-466b-bdff-8fc4c6dedf00/fb963107387a99e0a5a86b4171c4a362
Dylan C. stratusscience.blogspot.com
Micheal E. http://randomchemistrynhs.blogspot.com/
Klarissa E. http://kkkhem.blogspot.com/
Marcus G http://marcuschemblog.postach.io/
Alexis G. http://lexischemistryblog.blogspot.com
Luke H. lukechem.postach.io
Cuyler H. http://cuylerschemlab.blogspot.com/
Morgan J. morganschemistryblog.blogspot.com
Jade L. http://jadechemistry.blogspot.com
Kyle L. http://kylelutze.blogspot.com
Jason M. http://dragon-slayerr-dnd.postach.io/
Andrew M. https://www.evernote.com/pub/anmend14/anmend14snotebook
Ivette M. ivetteschemistrypage.postach.io
Camile R. http://camillechemistry.postach.io/
Alisha S. http://alishascandymaking.blogspot.com/
Jessica S. http://semageonchemistry.postach.io/
Benjamin U. http://bjulloa16.postach.io/
Matthew W. schoolchemnotes.blogspot.com/
Maria E. http://mariaeliaschemistry.blogspot.com/
Devon E. http://devonschemistry.blogspot.com/
Lindsay G. http://lindsaychem.blogspot.com/
Gage H. http://gagehannan.postach.io/
Sandra V-J. http://sandrascandylab4.blogspot.com
Robert M. http://dfbkjdfbkjf.blogspot.com/
Sasha P. http://sashaperezchemistry.blogspot.com/
Shane R. http://shanereedchemistry.blogspot.com/
Martha G. martmartmartha.blogspot.com
Luis S. http://luischemistrycandylab.blogspot.com/
Makenna S. http://makennasmithchemistry.blogspot.com/
Chantel S. http://chantelsorensen97.blogspot.com/
Esmerelda T-C. http://esmecheme.blogspot.com/
Madison Z. http://madichemi1314.postach.io/
Jessica M. https://www.evernote.com/shard/s322/sh/bbf8ecff-53ec-44dc-b679-1be325346acf/75be78c872db9f2029d6a67c45c48eee
Haley W. http://haleywidmechemistry.blogspot.com/
Brad A. http://chemistrycandymaking.blogspot.com/
Kayla B. http://kaylascience.postach.io/
Skyler C. http://32cannon.blogspot.com/
Rachel C. http://rachelchemistrywork.postach.io/
McKenna C. http://chemistrymckenna.blogspot.com/
Kylee D. http://pafeen16chem.blogspot.com/
Ashyton F. http://chemistrycandymakingasfox16.blogspot.com/
Colin G. http://cogard16chem.blogspot.com/
Jessica J. http://jessiejetcandylab.blogspot.com/
Taylor L. http://chemistrytaylor.blogspot.com/
Rosa N. http://rosaloveschemi.blogspot.com/
Tori W. http://chemistrytori1998.blogspot.com/
Tyler P. http://tntpiller.blogspot.com/
Jose P. https://www.evernote.com/shard/s329/sh/14b389a6-0a11-4146-ba7c-da60b1814067/f88c88b69df8b43e156236b78273ed21
Chase P. http://chasesrenewedchemistry.blogspot.com/
Deanna R. http://deannarose98.postach.io/
Eduardo R. http://eddieschemistry.blogspot.com/
Owen S. http://owensaballer.blogspot.com/
Paige S. http://manarka16.blogspot.com/
Colin S. http://peanutbuttercandylab1.blogspot.com/
Kylie T. http://beautifulcandymaking.blogspot.com/
Keeghan V. http://tyedyekv.blogspot.com/
Joseph Watson!!! http://candychemyum.blogspot.com/
Eugene W. http://chem-blogger1234.blogspot.com/
June 23rd, 2013 by Luann

The Paper Mill Project 2013

This post might well be titled “Adventures in Project-Based Learning.”

Students Working with Sludge

Sludge

You have to start somewhere.

It was an experience in jumping in feet first, and fortunately, also an experience in collaborative problem-solving. Based on the student excitement level, the student-initiated collaboration, and the chemistry-rich discussions involved, it was also a very successful experience.

I’ve learned that students find a final project more relevant than just a final exam. I’ve used either or both together as a final assessment.  One favorite in the past has been the scavenger hunt. Most of my Chemistry kiddos had done the biology version last year, so I wanted to provide them with a different experience in Chemistry.

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June 18th, 2013 by Luann

Creativity and Science, Part 4

It’s been almost 2 years since we attended Learning and the Brain.

The first 3 posts are linked below.  I’ve had a while to implement some new ideas and process this topic. Anecdotal evidence from my own classroom began to show me that creativity in the secondary science classroom is different; in science, one must know something in order to create something new. I began to pay more attention to the push for creativity on social media. Here’s what I’m learning.

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February 18th, 2013 by Luann

Creativity and Science, Part 3

From Learning and the Brain Conference, Day 2, Friday.

Souls of Pe bring water for purification.

It’s pretty clear to me, perhaps because I’m looking for it, that however one views creativity, one has to know something to be creative in a productive sense. Rigorous content is part of most models of PBL and creativity models. I’m not sure this is obvious to everyone, though. I’ve always known that before kids can create productively, they have to know something. Granted, some world problems appear to be solvable on the surface by 6th graders playing with plastic cups and sand models of water purification systems, and 6th graders should play with these things. At some point, however, rigor and expectations need to stretch. How can this be done? Read the rest of this entry »

February 15th, 2013 by Luann

Creativity and Science, Part 2

Creativity?

I’m starting to form a more clear picture of how I see creativity as a part of science.

I don’t care if it’s considered to be right or wrong by brain scientists or by educators.  It’s my synthesis at this time in my learning. If you’d like to help me with it, please do.

I’m still having issues with those who are of the school that creativity must be done in collaboration.  I have the same issue with those who state that true creativity takes place in total solitude. Maybe this is because I’m a Libra.  Maybe it’s because each learner processes, synthesizes, and constructs knowledge in his own way.

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October 15th, 2012 by Luann

The Learning Brain

Dr Chris Jernstedt from Dartmouth on Learning and the Brain synthesized something that I’ve been trying to apply for a while, now.  He breaks the goals of learning down into four areas:  knowing (facts), applying (classroom learning to life situations), recognizing (what classroom things are related to a given “life” situation), and extrapolating.  If all this student does is sit in class and “soak it in,” I think he/she will have tremendous difficulty doing anything but knowing (if that). Yet, it seems most students seldom progress past the “knowing” stage. There are many ways to help brain activity like solving puzzles to increase problem solving and even video games to help with decision making, a great game for that would be Overwatch and lots of people keep playing, especially after visiting http://overwatchsrpros.com/, and the ones who do have impressive problem solving skills and have no trouble at all making tough decisions.

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