I started volunteering for the science club after school. I assist the man who has been doing science club since the school opened. He has his way of doing things and doen't want to change. He also hand picks who is in it for the most part because he likes to take them on trips; he would be upset if they were not appropriate at all times. This year I suggested we take the students to Huntsville space center, he didn't want to because they had planned for a different trip from last year. I asked, what about new students? What if they changed their minds? He did not want to talk about it. I asked if we could vote? He stated no. I asked if we could open an alternative time for robotics. He really is resisting all options.
I think the only alternative is to start another club maybe for regular education students since mostly it is advanced and gifted students in his club.
I have considered asking the principal if we can start a robotics club or explorers club.If you have any suggestions let me know. I do not want to step on his toes, but any student should be able to be in these clubs.
Sunday, March 20, 2011
Saturday, March 12, 2011
This new information age where we can go on face book and find out what friends and family do daily takes the place of real relationships. One main concern as a teacher is the time students use technology, but for the wrong reasons. I am not saying it is not good that you can find out what others are doing, but if it takes up all your time how is it helpful? More importantly is it assisting students in learning about the information age of true technology?
In my opinion we have taken our eye off the proverbial ball. Global connection and competition is center for where we should be in the balance of world political and economical efforts. Friedman states Al Qaeda threatens to bankrupt us. It seems it is happening under our noses (2010). It pins the political leaders in an awkward position to turn our country around as if it were one persons fault. I agree we should not tuck our tails and hide. I believe boosting our military and continuing to support other countries in need is important when considering allies for future endeavors. However, we also have to remember that we are one country and must support ourselves in order to be in any shape to compete in global markets. Friedman discusses the importance in staying in the race for achievement in STEM careers (2010). Sputnik’s launch was over 50 years ago, with much success for the Soviet Union, but caused us to sit up and take notice. According to NASA we have the 135th launch for the last space shuttle in June of this year, and then we move on to take on Mars with a rover in the fall (NASA 2011). We are a part of the international space center which says to me that we are able to work well with others around the globe for the betterment of the world. However, since the scare tactics of 911we are falling short on looking towards the future. I wonder if somehow terrorism could be used as our Sputnik to shift us towards the new technology age. By using this horrific problem that has us turned on our heads, if we could channel the energy and frustration to build up and support STEM careers to find new possibilities for oil dependency, financial crisis, and alternative resources would we build a better world for ourselves while putting us back in the global market to compete with the high rollers of China.
Some things that could assist in sparking interest in science by the government are opportunities include monetary gains for inventions for US problems, and recognition of new ideas for technology. States could advertise competitions for improvements in alternative fuels, hold conventions to encourage more explorations, and support schools and provide funding for technology and science equipment. Local school districts could support science club competitions and teachers at the local level. Teachers are feeling the crunch as everyone else, and it is not helpful when the first thing cut is teacher positions, and include furlough days for those still working. One reminder that our principal is noted for saying is, “hang in there, you know they want us to do more with less”. I hate that there is a feeling of us versus them in the school system. More opportunities for schools to gain 21st century technology for classrooms where the local community businesses could assist with grant monies. Other possibilities are the community involvement for adding ideas for real world scenarios and local problems as discussed by Demski, where students find reasons to stay focused and learn while feeling connection (2009).
One main competitor in the technology global market is China by hosting
their first exhibition on the achievements of technological innovation-cum-Fair, where they demonstrate high levels technology improvements in electronic information, bioengineering software, appliances, industrial control, digital health, and mobile communications (Google News 20010). These developments are moving their momentum rapidly with innovation targeting a global industrial technology arena. Another country climbing the technological industry ladder in global markets is India (BRI 2011). It appears that they are cornering the market of innovative software. One idea for the United States might be to stand by our flag and start asking, “How do we improve ourselves” (Friedman, 2010)? Then as indicated by Bonk in The world is open for a reason, find the information age and learn through e-learning, and any other method possible (Bonk, 2009).
.
Resources
Bonk, Curtis. (2009, July 2). “The world is open for a reason”. eLearn Magazine. Retrieved from http://www.elearnmag.org/subpage.cfm?section=articles&article=85-1
Business Review India (February, 2011). Retieved from
http://www.businessreviewindia.in/technology-growth-will-boost-indian-economy
Demski, J. (2009). “STEM picks up speed”. T.H.E. Journal, 36(1), 22–26.
Google News (Sep 3, 2010). The high-tech industry in China, competing against the world
http://bioengineeringcenter.com/the-high-tech-industry-in-china-competing-against-the-world/
National Areial and Space Adminstration (2011). Retrieved from
http://www.nasa.gov/home/index.html
Sputniks 50th anniversary (April 2007). Retrieved from
http://publicdomainclip-art.blogspot.com/2007/09/sputnik-50th-anniversary.html
In my opinion we have taken our eye off the proverbial ball. Global connection and competition is center for where we should be in the balance of world political and economical efforts. Friedman states Al Qaeda threatens to bankrupt us. It seems it is happening under our noses (2010). It pins the political leaders in an awkward position to turn our country around as if it were one persons fault. I agree we should not tuck our tails and hide. I believe boosting our military and continuing to support other countries in need is important when considering allies for future endeavors. However, we also have to remember that we are one country and must support ourselves in order to be in any shape to compete in global markets. Friedman discusses the importance in staying in the race for achievement in STEM careers (2010). Sputnik’s launch was over 50 years ago, with much success for the Soviet Union, but caused us to sit up and take notice. According to NASA we have the 135th launch for the last space shuttle in June of this year, and then we move on to take on Mars with a rover in the fall (NASA 2011). We are a part of the international space center which says to me that we are able to work well with others around the globe for the betterment of the world. However, since the scare tactics of 911we are falling short on looking towards the future. I wonder if somehow terrorism could be used as our Sputnik to shift us towards the new technology age. By using this horrific problem that has us turned on our heads, if we could channel the energy and frustration to build up and support STEM careers to find new possibilities for oil dependency, financial crisis, and alternative resources would we build a better world for ourselves while putting us back in the global market to compete with the high rollers of China.
Some things that could assist in sparking interest in science by the government are opportunities include monetary gains for inventions for US problems, and recognition of new ideas for technology. States could advertise competitions for improvements in alternative fuels, hold conventions to encourage more explorations, and support schools and provide funding for technology and science equipment. Local school districts could support science club competitions and teachers at the local level. Teachers are feeling the crunch as everyone else, and it is not helpful when the first thing cut is teacher positions, and include furlough days for those still working. One reminder that our principal is noted for saying is, “hang in there, you know they want us to do more with less”. I hate that there is a feeling of us versus them in the school system. More opportunities for schools to gain 21st century technology for classrooms where the local community businesses could assist with grant monies. Other possibilities are the community involvement for adding ideas for real world scenarios and local problems as discussed by Demski, where students find reasons to stay focused and learn while feeling connection (2009).
One main competitor in the technology global market is China by hosting
their first exhibition on the achievements of technological innovation-cum-Fair, where they demonstrate high levels technology improvements in electronic information, bioengineering software, appliances, industrial control, digital health, and mobile communications (Google News 20010). These developments are moving their momentum rapidly with innovation targeting a global industrial technology arena. Another country climbing the technological industry ladder in global markets is India (BRI 2011). It appears that they are cornering the market of innovative software. One idea for the United States might be to stand by our flag and start asking, “How do we improve ourselves” (Friedman, 2010)? Then as indicated by Bonk in The world is open for a reason, find the information age and learn through e-learning, and any other method possible (Bonk, 2009).
.
Resources
Bonk, Curtis. (2009, July 2). “The world is open for a reason”. eLearn Magazine. Retrieved from http://www.elearnmag.org/subpage.cfm?section=articles&article=85-1
Business Review India (February, 2011). Retieved from
http://www.businessreviewindia.in/technology-growth-will-boost-indian-economy
Demski, J. (2009). “STEM picks up speed”. T.H.E. Journal, 36(1), 22–26.
Google News (Sep 3, 2010). The high-tech industry in China, competing against the world
http://bioengineeringcenter.com/the-high-tech-industry-in-china-competing-against-the-world/
National Areial and Space Adminstration (2011). Retrieved from
http://www.nasa.gov/home/index.html
Sputniks 50th anniversary (April 2007). Retrieved from
http://publicdomainclip-art.blogspot.com/2007/09/sputnik-50th-anniversary.html
Tuesday, December 21, 2010
Modeling in the classroom
My classroom model was to demonstrate seismic waves with the students. The students stood in the front of the room and produced shear waves and compressional waves. Then we used a huge slinky stretched across the floor to view how those waves changed with energy. Students were able to identify the change in frequency and energy. They were able to understand and describe the movement of the waves and how they affected the ground with buildings on it. It was a successful model for most students. The students were engaged and learning. The students were able to experiment with smaller slinkys' at there desk after the first demonstration. It was a wonderful model to use. The student model in front of the class assisted student understanding of what to look for when using slinky.
Sunday, November 21, 2010
Natural Disasters
The world around students is the area that touches their lives in the most personal way with real meaning. Teaching students about real world disasters assist them in becoming caring citizens of today and tomorrow. Some ideas I have about assisting students' to learn about natural disasters are have students to view videos of natural disasters then research some that are close to people they know and care about. They could conduct research similar to the one we were required to do that shows what types of disasters are the worst and why. Then they could meet as small group and produce a presentation for the class. This presentation is productive because students learn more when they teach others. Conducting class discussions to find which students that have been effected by disasters.
Some ideas how students' can assist with disaster relief are by collecting needed supplies, volunteering to organize and package supplies, and some may help rebuild homes and clear debris. When hurricane Katrina came through Students assisted the Red Cross and churches in gathering supplies, organizing and packaging those supplies. I had four young men that went to work with their parents in clearing and rebuilding the first few weeks after the disaster. I had two students that housed pets. I was proud to see them want to help others. Given the assistance students can be the productive citizens needed for the future.
Some ideas how students' can assist with disaster relief are by collecting needed supplies, volunteering to organize and package supplies, and some may help rebuild homes and clear debris. When hurricane Katrina came through Students assisted the Red Cross and churches in gathering supplies, organizing and packaging those supplies. I had four young men that went to work with their parents in clearing and rebuilding the first few weeks after the disaster. I had two students that housed pets. I was proud to see them want to help others. Given the assistance students can be the productive citizens needed for the future.
Saturday, October 30, 2010
Saturday, October 9, 2010
Biome Brochures or Stories
Students like to be creative. Sometimes they like to use their own images and hand writing, and sometimes students want to use computers. Here are some examples of Biomes my students created to show mastery of knowledge.
The students are given options for assessment. Her are a couple of examples. One student creates a Biome story for the Tundra.
The next page was sent via e-mail.
Tundra Biome Project by: Alyssa Holmes
I am the coolest bear on the planet! My name is Bob, and I’m a polar bear. I live in a cold biome called the tundra in northern Alaska. I have extremely thick, white fur which is my adaptation to the tundra. The thickness allows me to stay warm in the cold climate and the white fur helps me blend in so I can sneak up on my prey. I don’t want my food to see me and run away because then I’ll be hungry! When I wake up on an average day in my habitat, I see mounds and mounds of snow. It’s kind of cold when I wake up, but I ignore it because what polar bear is afraid of the cold??? It’s very normal for it to be cold because the temperature, which is an abiotic factor, is usually -20 to -30 degrees Fahrenheit. There isn’t much precipitation here only about 6-10inches a year, that including melted snow.
I’m hungry and I don’t feel like waiting forever for an animal to show up, so I walk to where I can find my favorite berries, which is a biotic factor, called Bearberries and I eat some of those to hold me off. Now that I have something in my tummy I walk to go find some food. As I’m going to find some yummy food I hear a something, I turn and look, there’s an Arctic Fox coming this way. Finally I find some food I start chasing after it and he’s running very fast but I eventually catch up with him. When I do, I attack him. I ‘grrrr’ and ‘rawr’ and I have a nice meal. I am his predator and he is my prey (yummy!) I am at the top of the food chain in the tundra, so no other animal can beat me up. My only real predator is the human, but I can probably take them out too. On my way around my habitat I see an air hole for the Arctic Seal, which happens to be my favorite food of all time. I lay down right beside it waiting for a seal to come up for oxygen. When it does I pounce on it and kill it in 2 or 3 swipes of my paws. When I kill it, it falls back into the water so I dive in to catch it. I can stay under water for about 2 minutes. While I am down there I munch on some seaweed which is pretty good too.
When I am done in the water I walk around and I pass an Arctic Willow. It’s a plant with oval shaped leaves, a wedged shaped bottom, and a little stalk. I am not a producer because I cannot make my own food. But I am a consumer because I get my food from other organisms (I eat them!). I am an omnivore which is a cross between a herbivore- a plant eater- and a carnivore- a meat eater.
I usually wouldn’t see a Snowy Owl until around nighttime but since we’re in the tundra, and everything is all weird here, there isn’t darkness in the winter so he has to go out and hunt during the day. While I am on my way home I see the Snowy Owl flying over me. I would totally eat him but polar bears don’t fly.
I have a niche or a job just like all other living organisms. My job is to make sure there isn’t an over populated species so I eat them. I eat Arctic Foxes, Arctic Seals, and some plants. But in my job the only organism that eats me is the human. I turn my food into energy so I can move around all day. And I reproduce sexually by fertilization, but the females only give birth to 1 or 2 cubs at a time.
There aren’t a lot of plants in the tundra that I live in. That is because it’s cold and because there is permafrost, a layer of frozen ground, under what little soil there might be. So I rarely get to eat plants. But that’s ok I prefer eating other animals anyway because they’re more of a challenge to eat. I have made my way around my habitat eating, swimming, eating again, and living a normal day. I am very tired so I will walk back to my cave and sleep for a while before I do this all over again.
The next page was sent via e-mail.
Tundra Biome Project by: Alyssa Holmes
I am the coolest bear on the planet! My name is Bob, and I’m a polar bear. I live in a cold biome called the tundra in northern Alaska. I have extremely thick, white fur which is my adaptation to the tundra. The thickness allows me to stay warm in the cold climate and the white fur helps me blend in so I can sneak up on my prey. I don’t want my food to see me and run away because then I’ll be hungry! When I wake up on an average day in my habitat, I see mounds and mounds of snow. It’s kind of cold when I wake up, but I ignore it because what polar bear is afraid of the cold??? It’s very normal for it to be cold because the temperature, which is an abiotic factor, is usually -20 to -30 degrees Fahrenheit. There isn’t much precipitation here only about 6-10inches a year, that including melted snow.
I’m hungry and I don’t feel like waiting forever for an animal to show up, so I walk to where I can find my favorite berries, which is a biotic factor, called Bearberries and I eat some of those to hold me off. Now that I have something in my tummy I walk to go find some food. As I’m going to find some yummy food I hear a something, I turn and look, there’s an Arctic Fox coming this way. Finally I find some food I start chasing after it and he’s running very fast but I eventually catch up with him. When I do, I attack him. I ‘grrrr’ and ‘rawr’ and I have a nice meal. I am his predator and he is my prey (yummy!) I am at the top of the food chain in the tundra, so no other animal can beat me up. My only real predator is the human, but I can probably take them out too. On my way around my habitat I see an air hole for the Arctic Seal, which happens to be my favorite food of all time. I lay down right beside it waiting for a seal to come up for oxygen. When it does I pounce on it and kill it in 2 or 3 swipes of my paws. When I kill it, it falls back into the water so I dive in to catch it. I can stay under water for about 2 minutes. While I am down there I munch on some seaweed which is pretty good too.
When I am done in the water I walk around and I pass an Arctic Willow. It’s a plant with oval shaped leaves, a wedged shaped bottom, and a little stalk. I am not a producer because I cannot make my own food. But I am a consumer because I get my food from other organisms (I eat them!). I am an omnivore which is a cross between a herbivore- a plant eater- and a carnivore- a meat eater.
I usually wouldn’t see a Snowy Owl until around nighttime but since we’re in the tundra, and everything is all weird here, there isn’t darkness in the winter so he has to go out and hunt during the day. While I am on my way home I see the Snowy Owl flying over me. I would totally eat him but polar bears don’t fly.
I have a niche or a job just like all other living organisms. My job is to make sure there isn’t an over populated species so I eat them. I eat Arctic Foxes, Arctic Seals, and some plants. But in my job the only organism that eats me is the human. I turn my food into energy so I can move around all day. And I reproduce sexually by fertilization, but the females only give birth to 1 or 2 cubs at a time.
There aren’t a lot of plants in the tundra that I live in. That is because it’s cold and because there is permafrost, a layer of frozen ground, under what little soil there might be. So I rarely get to eat plants. But that’s ok I prefer eating other animals anyway because they’re more of a challenge to eat. I have made my way around my habitat eating, swimming, eating again, and living a normal day. I am very tired so I will walk back to my cave and sleep for a while before I do this all over again.
Students learned about biomes, their climates, and organisms. They really enjoyed learning about the types of ights, sounds and smells in the different biomes, and worked really hard to learn the climates. The fun part for my students was the culminating project. The students had choices of creating a travel brochure for their favorite place or writing a story for a Journal as an animal or a biologist.
Students create Brochures.
Inside the brochure. 
Inside the brochure. 
They had to include the biome name, vegetation, climate, sights, and scenes of the area. The students included things you might want to bring to show they had knowledge of the biome. Students did have an interest in creating the brochure. Many like designing their own work. Sometimes they barely know they are working. They were able to present their project to the class. This seems to assist with encouraging good work. A few of the students did not complete their work. Some created written projects about being an animal in a specific biome.
My students learn better when given options. The backward design is useful because it assist in putting the end goal in mind first and creating steps to get the outcomes wanted for student learning. I will continue to use this method for teaching science to my students.
My students learn better when given options. The backward design is useful because it assist in putting the end goal in mind first and creating steps to get the outcomes wanted for student learning. I will continue to use this method for teaching science to my students.
Sunday, September 26, 2010
Ask A Scientist Experience
My experience with ask a scientist did not go well in my opinion. In fact it never went anywhere, these are the questions I submitted. How will the oil affect the offspring genetically of wood storks living in the oily marshland? Can oil residue left behind cause cancer or other mutations in the wood storks? What types of genetic mutations will the oil spill cause for all life including humans? Can genetic disorders occur because of things ingested from the parent to the offspring during pregnancy?
Each question gained the same answer stating; “Congratulations!Your question has been submitted Successfully. We will send a confirmation via e-mail and get back to you with a response as soon as we can.”
I have not received an e-mail confirmation or response from any of my questions. Therefore, I am frustrated. Maybe my questions were not suitable for the type of assistance provided from this particular web site. As I view other responses from colleages about their topics; I noticed their questions were more generalized about genetics and I revisited the site with this question; What are genetic disorders caused by? My response finally has some action. There is still no answer to my direct question; however, these are the related type of questions.
Is it possible to cause depression, bipolar disorder, and other such mood disorders by thinking? Could people who have larger numbers of synapses firing at once—more than the average person—be overusing or using up neurotransmitters in their brains, causing the proper proportions of these chemicals to change?
In the movie Lorenzo's Oil , parents were able to stop the progression of their son's genetic illness by using a refined complex lipid from olive oil. Is it possible that the function of complex lipids is impaired in people with autism? If so, could that be linked to vaccinations?
What is the genetic mechanism of Huntington's disease? What genetic tests are available that detect predisposition to Huntington's disease?
What kind of genetic tests are available that detect predisposition to heart arrhythmia?
What is the genetic mechanism of fragile X syndrome?
If protein aggregation is the main cause of both prion diseases and Alzheimer disease, why are prion diseases transmissible and Alzheimer is not?
How do the hippocampus, glutamate, and dopamine work in the brain?
This indicates that the questions I posed were not specific enough for the scientist for certain types of disorders. This experience spiked my curiosity. It made me ask several questions and keep going back for more. It has assisted me with the knowledge that when students ask questions they do not get answers for creates frustration and interest for knowledge.
I will use this site with my students as a class and for individual lessons. I will show them how sometimes you have to search more than your original question in hopes of countering their frustration levels. I believe it will be a good tool for students to use and learn from real world scientist. It will also assist in non traditional gender stereotype issues with science and technology careers.
-->
Each question gained the same answer stating; “Congratulations!Your question has been submitted Successfully. We will send a confirmation via e-mail and get back to you with a response as soon as we can.”
I have not received an e-mail confirmation or response from any of my questions. Therefore, I am frustrated. Maybe my questions were not suitable for the type of assistance provided from this particular web site. As I view other responses from colleages about their topics; I noticed their questions were more generalized about genetics and I revisited the site with this question; What are genetic disorders caused by? My response finally has some action. There is still no answer to my direct question; however, these are the related type of questions.
Is it possible to cause depression, bipolar disorder, and other such mood disorders by thinking? Could people who have larger numbers of synapses firing at once—more than the average person—be overusing or using up neurotransmitters in their brains, causing the proper proportions of these chemicals to change?
In the movie Lorenzo's Oil , parents were able to stop the progression of their son's genetic illness by using a refined complex lipid from olive oil. Is it possible that the function of complex lipids is impaired in people with autism? If so, could that be linked to vaccinations?
What is the genetic mechanism of Huntington's disease? What genetic tests are available that detect predisposition to Huntington's disease?
What kind of genetic tests are available that detect predisposition to heart arrhythmia?
What is the genetic mechanism of fragile X syndrome?
If protein aggregation is the main cause of both prion diseases and Alzheimer disease, why are prion diseases transmissible and Alzheimer is not?
How do the hippocampus, glutamate, and dopamine work in the brain?
This indicates that the questions I posed were not specific enough for the scientist for certain types of disorders. This experience spiked my curiosity. It made me ask several questions and keep going back for more. It has assisted me with the knowledge that when students ask questions they do not get answers for creates frustration and interest for knowledge.
I will use this site with my students as a class and for individual lessons. I will show them how sometimes you have to search more than your original question in hopes of countering their frustration levels. I believe it will be a good tool for students to use and learn from real world scientist. It will also assist in non traditional gender stereotype issues with science and technology careers.
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