Keeping Up With Global Competition

            Gas prices, unemployment, 9-11, and racial disputes among our own people make me wonder; are we in the middle of a modern day Sputnik and don’t even know it?  Are we the group of people declaring, “It’s all somebody else’s fault.  Give me a handout.”(Friedman, 2010).   I think maybe we are.  I don’t see that we are willing to sit down with those who hold different opinion or beliefs and compromise to work thing out.  I don’t see where we are willing to work hard to pull ourselves out of the economic situations we are in.   

            Thomas L. Friedman’s article “What’s Our Sputnik?” should be sent to all Americans.  We need to once again become an informed nation.  I watch kids all day long looking for someone to tell them what to do, how to do it, and what to think.  Students as well as the American public need to become self-motivated thinkers and start to ask lots of questions of those in charge.   

            I think we should say shame on us (the American People) for making it more profitable to stay home on the couch all day instead of getting a job and going to work.  I recently ask a economically challenged parent why they could not find a job when I knew they were qualified for several I was aware of.  Without hesitation they informed me they couldn’t make ends meet with a job.  If they are on welfare they can support their family and have some medical assistance.  I just shook my head and ask if they would volunteer in my classroom. 

            Referring to the Friedman’s article I know being humanitarians is a good thing but when is enough, enough?  Our own country is in need and funds are being sent elsewhere.  Legislature can make new laws and rules all day long, regarding education and our school systems.  Until they find the money to support what they have recorded on paper very little will change. 

            In Florida there was a push for all pre-school educators to hold a higher education degree.  Sounds nice but very few pre-schools can pay their employees to hold this type of degree.  We see the need to raise education but are doing little to invest the funds necessary for the changes. 

            I sometimes feel we are waiting on someone to miraculously swoop down and fix everything.  My fear is by the time another Sputnik appears we are so economically challenges and educationally withered we cannot find our way back to a competitive position.   

Reference

Friedman, T. L. (2010, January 17). What's our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.        

                  

Using Models In The Classroom

            One of the most valuable strategies in the science classroom can be the use of and creating of models to discover and explore abstract concepts.  As students, either through guided or open inquiries create they are solidifying their understanding of new concepts.  The triumphs come when students truly visualize the concept and develop an understanding deep enough to communicate their new knowledge with others.

            The biggest challenges are students’ perception and available resources.  The lack of materials can definitely impede a students’ creativity.  Teachers must continually remind students the model is just that.  A representation of what might be happening.  In some cases the model may not be an absolute.  This problem is being lessened by the use of real-world technology now available in the educational learning environment.        

Natural Disasters

Natural Disasters

            A natural disaster is probably happening somewhere in the world right now as I am writing this blog.  I think the media can play a very positive role in making the public aware of the devastation and the need to help others.  As students are studying a unit on weather and climate; the concept of natural disasters always seem to spark the students interest.  They are always engaged when this subject arises.  Using media given the students a first hand look at the incredible force held by Mother Nature.  I like to require a current events journal when studying weather.  Students are required to make a minimum of two entries per week. 

            The personal touch is also very affective in helping students make connections.  Storms hit the Florida east coast hard in 2004.  I like to provide personal pictures taken of the areas familiar to students.  I encourage students to talk to their parents about the events and make journal entries based on the knowledge of their parents. 

            The discussion of relief efforts is usually started with a video clip of our local electrical company sending a caravan of crews to help restore power to the state of Louisiana right after Hurricane Katrina.  Discussions take place about how each student can play a role in helping others.  The last school year gave students a chance to put their discussions ideas into action as one of our own lost the roof to her house.  Students organized bake sales and brought in donations to help raise money.  It was great to see our learning environment become a caring community.           

TECHNOLOGY SCARES ME

     I feel like the dinosaurs.  When you consider I still have an overhead machine in my lab and actually use it, I think I might be right.  I never knew there were so many presentation programs.  The only one I have ever used is PowerPoint.  When I opened Web 2.0 Cool Tools for School--Presentation Tools I was completely petrified.
     I think at this point I am going to try my hand with prezi.  I played a little and I like everything being on one main screen.  I didn't have to keep adding screens.  It was also part of the media for the week so I hope this means it will be easy to work with.  I opened several others and was totally overwhelmed by the first screens.
    If anyone has ideas for this dinosaur please pipe in.
 
 

21st-Century Topics and Tools

            I have chosen to look into the teaching of Newton’s 3 Laws of Motion.  The laws of motion have a lot of everyday applications. Students will enjoy interactive sites as they study.  The websites I found most enjoyable and educational are:

www.physics4kids.com/files/motion_laws.html

www.physicsclassroom.com/class/newtlaws/

http://teachertech.rice.edu/Participants/louviere/Newton/

http://science.discovery.com/games-and-interactives/newtons-laws-of-motion-interactive.htm

            These tools will prepare students to be 21^st-century scientifically literate citizens by providing hands on interaction with concepts that may not be possible in the classroom.  Students can work through concepts at their own pace with teacher guidance when needed.

            I will plan an end of the unit study of Newton’s Laws of Motion.  I will build a self-check assessment around www.physics4kids.com/files/motion_laws.html.  Students can review the laws and then complete the assessment on the website.  This will engage students by replacing the ever so common paper and pencil test.

            The biggest challenge will be the lack of computers on my campus.  The computer lab is supposed to be mobile but most times this does not happen.  We are also sharing 20 laptops between twelve classrooms and specials.

  

           

The Heat Is On

            For this weeks experiment convenience was important so I used materials that I had in the science lab.  The mugs were 12 oz. insulated.  The tops were wax paper, a plastic petri lid, aluminum foil, and a small holed screen.  Trying hard to keep all things constant I heated and measured the temperature of the water as it was added to the mugs.  The starting temperature of the water was 110 degrees Fahrenheit.  Each cup was filled with 200ml. and the test material immediately place on top of the mug and secured with a rubber band.  After thirty minutes the temperature of all were taken a second time and recorded.  Results were plastic petri dish 90 degrees Fahrenheit, screen 82 degrees Fahrenheit, aluminum foil 92 degrees Fahrenheit, and wax paper 92 degrees Fahrenheit. According to data the best insulators were the aluminum foil and the wax paper.

            If I were to repeat this experiment I would like to look at the mug.  I would choose several different materials such as: plastic, glass, styrofoam, recycled paper, insulated plastic, and paper.  By placing the same lid on each we could infer the difference in temperature would come from the mugs material.  I think the insulated plastic would be the best insulator.

            I think this experiment would be beneficial for students.  We would start with a basic study of insulators, conductors, and heat transfer.  I would have students set up the experiment using materials of their choice.  I think this would be a guided inquiry so the procedures would be the same.  After recording data students would be asked how this information would be relevant in their lives.  As enrichment students would be asked to build a model home that would conserve the most energy and to design an experiment to test and provide data for their home. 

Engaging in Guided Inquiry

Engaging in Guided Inquiry

            The question chosen to investigate for this inquiry is: How do different surfaces affect the momentum of marbles?  To set up this investigation I build a make shift ramp.  The ramp was one foot off the ground and three feet long.  The ramp was made of plywood and angled off the top of a cardboard box.  The surface materials used were: Bounty paper towels, indoor/outdoor carpet, and a fluffy fleece blanket.  The materials were cut to match the width of the ramp and four feet long.  The extra one-foot of material was laid at the end of the ramp.  This was an attempt to lower the affects of the polished concrete floor.  I then released the marble from the top of the ramp and measured the distanced from the end of the ramp to the resting marble.  I completed three trails and averaged the results.

            The basic results were the Bounty paper towel allowed the marble to roll the farthest, next was the indoor/outdoor carpet, and the fluffy blanket slowed the momentum the best.  These were the results I anticipated due to the concept of friction between the marble and the surface materials. 

            The experiment went well overall.  I tried to keep it very basic and easy to allow for the transfer to use in the lab.   One problem I faced was in making sure the surfaces added to the plywood remained unwrinkled.  The second problem to address was the width of the ramp.  The marbles rolled of the side of the ramp on several occasions.  I simple counted these as mistrials and rolled again.

            Modifications to this experiment would include adding some type of sticky surface to the variables.  The thought of using grass has also crossed my mind.  I would also like to change the height and length of the ramp.     

            This experiment would be extremely engaging for the students.  It would be fairly easy to set up in the lab.  However, with the students in charge of everything but the question this experiment could take on a whole new look.  I might be able to add interest by using a toy car in place of the marble.  By adding the car this experiment could become relevant to the students daily lives.  It could also be used to discuss bikes and motorcycles.

            I would like to use this experiment to show students that science can be fun, exciting, and useful to our everyday lives.  Science is everywhere and we need to advantage of it to make our lives easier and safer.  This lesson would also interconnect the basic scientific vocabulary: gravity, friction, momentum, and force.