Check out my Glog depicting my interpretation of a scientifically literate graduate of high school:
http://tuckerm1.glogster.com/scientific-literate-citizen/
Sunday, June 26, 2011
Wednesday, June 1, 2011
Milky Way Mayhem: Using a Model for Divergent and Convergent Boundaries
Upon implementing my Modeling Earth Science lesson plan, I found that it was extremely successful. In my lesson, we were exploring the definition and difference between divergent and convergent boundaries. I exposed my students to two short video clips to engage them and pique their curiosity. Then I gave them each a snack size Milky Way and a data collection form. I asked them to create a model of the Earth using the Milky Way bar and to show how a divergent boundary forms as well as a convergent boundary. I also assigned them the title of geologist and made sure to mention that an imagination was necessary for the activity.
The students really seemed to enjoy the activity, especially since food was involved. They quickly figured out that the key to forming a divergent boundary was to pull the bar apart slowly and steadily, much like the plates in the Earth move. They also identified that a valley was created as a result of the movement. This was done by self-guided discovery in pairs. I was very impressed with the conversations that I was overhearing and the questions that I asked the students as I rotated around the groups. Every child was on task and focused.
When creating the convergent boundary, the students had to figure out that you needed to slowly and steadily push the candy bar together in order to see the ridge form in the model. Again, this illustrates a connection to the real world in that changes happen over a long period of time on the Earth's surface. The students also noticed that if they push harder and longer, a larger ridge would form and that sometimes it would buckle. The fact that they decided to extend the lesson by testing this out really showed me that they were thinking as scientists and using the model in the proper manner.
The main challenge that I faced was the fact that using the chocolate bar got messy towards the end of the lesson. This is partly due to the fact that the lesson was conducted on a very hot day in Florida and the air conditioner was not up to par. Also, the students had just come from PE, so their body temperature was elevated and touching the bars made it melt faster. I could have helped the situation by providing them with more napkins initially. I only gave them one to place the model on to conduct the activity. In order to fix this issue, I could do the activity earlier in the day and also during my actual Earth Science unit that is in the winter.
Overall, the students really enjoyed using a model and truly benefited from seeing the movement of the Earth's plates in action. At the conclusion of the activity, we took an interactive Brain Pop quiz and the students did very well. The model helped them to internalize the concept of divergent and convergent boundaries by having the opportunity to manipulate these changes. Modeling is a necessity when teaching for true understanding of complex science concepts.
The students really seemed to enjoy the activity, especially since food was involved. They quickly figured out that the key to forming a divergent boundary was to pull the bar apart slowly and steadily, much like the plates in the Earth move. They also identified that a valley was created as a result of the movement. This was done by self-guided discovery in pairs. I was very impressed with the conversations that I was overhearing and the questions that I asked the students as I rotated around the groups. Every child was on task and focused.
When creating the convergent boundary, the students had to figure out that you needed to slowly and steadily push the candy bar together in order to see the ridge form in the model. Again, this illustrates a connection to the real world in that changes happen over a long period of time on the Earth's surface. The students also noticed that if they push harder and longer, a larger ridge would form and that sometimes it would buckle. The fact that they decided to extend the lesson by testing this out really showed me that they were thinking as scientists and using the model in the proper manner.
The main challenge that I faced was the fact that using the chocolate bar got messy towards the end of the lesson. This is partly due to the fact that the lesson was conducted on a very hot day in Florida and the air conditioner was not up to par. Also, the students had just come from PE, so their body temperature was elevated and touching the bars made it melt faster. I could have helped the situation by providing them with more napkins initially. I only gave them one to place the model on to conduct the activity. In order to fix this issue, I could do the activity earlier in the day and also during my actual Earth Science unit that is in the winter.
Overall, the students really enjoyed using a model and truly benefited from seeing the movement of the Earth's plates in action. At the conclusion of the activity, we took an interactive Brain Pop quiz and the students did very well. The model helped them to internalize the concept of divergent and convergent boundaries by having the opportunity to manipulate these changes. Modeling is a necessity when teaching for true understanding of complex science concepts.
Sunday, May 15, 2011
Developing Scientifically-Literate and Caring Students through the Focus of Natural Disasters
It is of utmost importance to expose students to the current happenings in the world around us in an appropriate manner. The students that I teach live in Fort Walton Beach , FL Gulf Coast
We had a community connection to one of the elementary schools inMississippi Pennsylvania Mississippi United States
This past year, we had a similar experience. I had just finished teaching about tornadoes and the effects that can happen to the environment and people as a result. We also have been doing many character lessons on being generous and caring through our school’s participation in the Civil Air Patrol Program. This was right before the devastating string of tornadoes that ravagedAlabama Tuscaloosa Tuscaloosa Alabama Tuscaloosa
Our students were super excited to be helping others, especially having the background knowledge of the devastation that tornadoes can cause as well as what it takes to be a compassionate person. They cleaned out their piggy banks, checked under the sofa, and did all the chores that they could to raise money towards this devastated school. As a school, we raised just over $1900 to send to the elementary school inTuscaloosa Alabama
The key to developing scientifically-literate and caring students is to relate the lessons to real-life situations. If the students can really understand the science first and how it relates to their world, they will be more inclined to help others. We need to be sure to use the teachable moments in the face of tragedy and to encourage students to continue to find ways that they can help others, even if they are not sitting in the classroom next to them. These real world experiences are how we help to create the next generation of a compassionate society.
We had a community connection to one of the elementary schools in
This past year, we had a similar experience. I had just finished teaching about tornadoes and the effects that can happen to the environment and people as a result. We also have been doing many character lessons on being generous and caring through our school’s participation in the Civil Air Patrol Program. This was right before the devastating string of tornadoes that ravaged
Our students were super excited to be helping others, especially having the background knowledge of the devastation that tornadoes can cause as well as what it takes to be a compassionate person. They cleaned out their piggy banks, checked under the sofa, and did all the chores that they could to raise money towards this devastated school. As a school, we raised just over $1900 to send to the elementary school in
The key to developing scientifically-literate and caring students is to relate the lessons to real-life situations. If the students can really understand the science first and how it relates to their world, they will be more inclined to help others. We need to be sure to use the teachable moments in the face of tragedy and to encourage students to continue to find ways that they can help others, even if they are not sitting in the classroom next to them. These real world experiences are how we help to create the next generation of a compassionate society.
Thursday, April 7, 2011
Finally an Answer....See My Ask a Scientist Response!
Megan, thank you for submitting the following question to the
Howard Hughes Medical Institute's Ask a Scientist website:
How do stem cells decide what type of cell they are going to turn into and what type of cell is the initial one that we start out with in life? As an extension to this question: When a person is given stem cells, do the doctors decide what kind of cells they turn into in advance or does the body of the individual make that decision when the cells enter the human body system based on where there is a need?
Here is a response provided by one of our volunteer scientists:
This is a fabulous question and one that many great minds continue to investigate, because we do not yet know the complete answer. There are three general areas of biology that dictate a cell's fate. The first and most obvious is the DNA. All the information is encoded in the DNA, not only what cell type but how the cell can respond to signals it receives. The second are those signals. Signaling might be something as simple as 'inside' or 'outside'. Those first few divisions of identical cells in a developing embryo produce a ball of cells, with some facing the outside, and some completely surrounded by other cells. That difference triggers a whole new pattern of gene expression in the cells. The outside cells are now destined to become a different tissue than those inside the ball of cells. So, a simple external signal operates an incredibly complicated signal cascade that determines cell fate. The third contribution has only been appreciated recently, and that is that there are molecules carried in the fertilized egg that direct development also. These may be RNA molecules, proteins and enzymes that can alter which genes may be switched on or off, another level of regulation of cell fate.
Stem cell therapy will likely involve replacing or supplementing cells that have already undergone a certain amount of specialization. For example, our skin has many stem cells that for much of our life can constantly replace worn out cells. These skin stem cells are less differentiated than other skin cells, but are different from blood stem cells that replenish the blood. In the laboratory it is possible to take skin stem cells and revert them to an earlier developmental stage. When these stem cells are placed into the right environment they can then form many different types of cells, but not all.
Now, in the healthy person, our own tissues provide cues and support to our own stem cells naturally. The trouble is, that stem therapy is treating something that went wrong. So, the disease could be because the stem cells are all gone (attacked by the own body, they die too soon, or because of damage), the signals are not being sent to the stem cells, or the stem cells can no longer respond properly to the signals. As you can imagine, the stem cell therapy has to be carefully tailored to the specific disease so that any stem cells get to the right place, become the right cell type, they survive and start working properly. This is why to date, stem cell therapy is still only experimental. For more information try the NIH website:
http://stemcells.nih.gov/info/basics/defaultpage.asp
We welcome feedback from you about this answer to your question and
appreciate your interest in Ask a Scientist.
Ask a Scientist Coordinator
Howard Hughes Medical Institute's Ask a Scientist website:
How do stem cells decide what type of cell they are going to turn into and what type of cell is the initial one that we start out with in life? As an extension to this question: When a person is given stem cells, do the doctors decide what kind of cells they turn into in advance or does the body of the individual make that decision when the cells enter the human body system based on where there is a need?
Here is a response provided by one of our volunteer scientists:
This is a fabulous question and one that many great minds continue to investigate, because we do not yet know the complete answer. There are three general areas of biology that dictate a cell's fate. The first and most obvious is the DNA. All the information is encoded in the DNA, not only what cell type but how the cell can respond to signals it receives. The second are those signals. Signaling might be something as simple as 'inside' or 'outside'. Those first few divisions of identical cells in a developing embryo produce a ball of cells, with some facing the outside, and some completely surrounded by other cells. That difference triggers a whole new pattern of gene expression in the cells. The outside cells are now destined to become a different tissue than those inside the ball of cells. So, a simple external signal operates an incredibly complicated signal cascade that determines cell fate. The third contribution has only been appreciated recently, and that is that there are molecules carried in the fertilized egg that direct development also. These may be RNA molecules, proteins and enzymes that can alter which genes may be switched on or off, another level of regulation of cell fate.
Stem cell therapy will likely involve replacing or supplementing cells that have already undergone a certain amount of specialization. For example, our skin has many stem cells that for much of our life can constantly replace worn out cells. These skin stem cells are less differentiated than other skin cells, but are different from blood stem cells that replenish the blood. In the laboratory it is possible to take skin stem cells and revert them to an earlier developmental stage. When these stem cells are placed into the right environment they can then form many different types of cells, but not all.
Now, in the healthy person, our own tissues provide cues and support to our own stem cells naturally. The trouble is, that stem therapy is treating something that went wrong. So, the disease could be because the stem cells are all gone (attacked by the own body, they die too soon, or because of damage), the signals are not being sent to the stem cells, or the stem cells can no longer respond properly to the signals. As you can imagine, the stem cell therapy has to be carefully tailored to the specific disease so that any stem cells get to the right place, become the right cell type, they survive and start working properly. This is why to date, stem cell therapy is still only experimental. For more information try the NIH website:
http://stemcells.nih.gov/info/basics/defaultpage.asp
We welcome feedback from you about this answer to your question and
appreciate your interest in Ask a Scientist.
Ask a Scientist Coordinator
Friday, March 18, 2011
Ask a Scientist Question....but No Answer.....
My question for the Ask a Scientist website was: “How do stem cells decide what type of cell they are going to turn into and what type of cell is the initial one that we start out with in life?” As an extension to this question, “When a person is given stem cells, do the doctors decide what kind of cells they turn into in advance or does the body of the individual make that decision when the cells enter the human body system based on where there is a need?”
Unfortunately, I did not hear back from the Ask a Scientist website, so I conducted a Google Search for more information. I did read on the website http://stemcells.nih.gov/info/basics/basics1.asp that under experimental conditions, they can be induced to become specific tissue or organ cells. It also mentioned that in other cases, the cells actually know where to go to repair and replace worn out tissue. This answers the second part of my question and tells me that doctors have a limited capability to decide what type of cell it should turn into, as well as the body making that decision. I have a feeling that in the future doctors will develop more of a control over the decision of what type of cell it needs to turn into. I base this on the fact that we are advancing so far in genetic research.
As far as how stem cells decide what type of cell to turn into and when, I could not find a clear answer and am still searching. This is also the case for the part about which type of cell we start out as. I am assuming an embryonic stem cell, but I would love to know what they develops into eventually.
I am disappointed that I did not get the answers that I wanted from Ask a Scientist. I would not use this particular website in my classroom because I think that my students would get frustrated and impatient waiting for answers. I do however think that a website like this would be useful if the questions were addressed in a timely manner. As a teacher, it would be great to have access to experts at our fingertips. I am hoping that I will discover other websites that could be used for this purpose. If you know of any, please send me their links.
Unfortunately, I did not hear back from the Ask a Scientist website, so I conducted a Google Search for more information. I did read on the website http://stemcells.nih.gov/info/basics/basics1.asp that under experimental conditions, they can be induced to become specific tissue or organ cells. It also mentioned that in other cases, the cells actually know where to go to repair and replace worn out tissue. This answers the second part of my question and tells me that doctors have a limited capability to decide what type of cell it should turn into, as well as the body making that decision. I have a feeling that in the future doctors will develop more of a control over the decision of what type of cell it needs to turn into. I base this on the fact that we are advancing so far in genetic research.
As far as how stem cells decide what type of cell to turn into and when, I could not find a clear answer and am still searching. This is also the case for the part about which type of cell we start out as. I am assuming an embryonic stem cell, but I would love to know what they develops into eventually.
I am disappointed that I did not get the answers that I wanted from Ask a Scientist. I would not use this particular website in my classroom because I think that my students would get frustrated and impatient waiting for answers. I do however think that a website like this would be useful if the questions were addressed in a timely manner. As a teacher, it would be great to have access to experts at our fingertips. I am hoping that I will discover other websites that could be used for this purpose. If you know of any, please send me their links.
Tuesday, March 1, 2011
Evaluating Web 2.0 Presentation Tools
When previewing tools to use for my presentation, there were three that really stuck out to me as quality choices. Prezi 2.0, 280 Slide, and SlideShare all seem like they would be easy to use and beneficial to helping me to publicize my endangered species presentation to the web for others to view and learn from.
Prezi 2.0 seemed extremely easy to use, especially after viewing the tutorial. I really like that it is a free account. It also seemed that you had artistic freedom to create an original PowerPoint presentation unlike other that were created from Microsoft PowerPoint. I like that it had one large canvas to work on and that the tools were located in easy to use places. I especially liked the editing wheel and how you could use it with text, frames and graphics. It was also nice that to add text you just had to double-click and a text box appeared. It seems very user friendly and fun to work with. I am slightly concerned with the reliability because I have read posts regarding the fact that work was lost or that the professor could not open the presentation. This does make me rather nervous about choosing this Web 2.0 tool for my presentation.
It does seem to have tutorials available which would be necessary to get the full benefit of the program. There is a set of videos available to learn more. The equipment required seems to be nothing more than access to the Internet. You do not need to have PowerPoint already on your computer. I like that you can upload it for file sharing with others and that you can embed it into a blog. Like mentioned above, it is a free service and I could access it from wherever the Internet is available. My file could be worked on from home or school and I would not have to worry about a USB drive to transfer the work. The nonlinear format is also very captivating to the audience and you have more creative freedom to design an animated show. I know that you can embed videos and pictures into the presentation as well. Using Prezi 2.0 sounds like it would be fun and motivating to the audience, I am just nervous about the comments that I read from our instructor regarding the reliability issues. I will not be using it for this presentation, but plan on using it for other purposes where the projects are not as extensive.
The second presentation tool that I explored was 280 Slides. This is also a free service and seems very easy to use. It is comparable to PowerPoint and lets you create a slide show on the Internet. There are themes and templates all ready for you to use. I really like that it has a centering line for when you are moving around text and graphics. It really helps to line things up. It also is very easy to download videos and pictures directly from the Internet. I did not found sound options with this program, and I was disappointed because it has so many other bonuses. The final thing that I really liked about 280 Slides was that you could download your final presentation to a PowerPoint like file. This makes an easy way to save your slide show, especially if you are going to present it in a place that might not have Internet access. You can also use SlideShare with 280 Slides to allow your presentation to be edited by others. Finally, you can email your presentation or even get an embedding link to put it directly on your personal website or blog. This tool has a lot of possibilities. The only thing that it seems to be lacking is sound capabilities and the fact that in order to share it, you have to use another tool like SlideShare.
The final presentation tool and the one that I like the best is SlideShare. This Web 2.0 tool allows you to upload your already created PowerPoints to the website. You can then share them with others, where they can view your work or you can choose to keep them private. After you upload your PowerPoint, you will also be given a link to embed your presentation into blogs, websites, and social networks. It is a free service that does not even require a download. Once you have uploaded your PowerPoint, you can add audio to match your slides, video like YouTube videos or notes. It seems like the best way to get a PowerPoint onto the web and into the viewing eyes of others. People can leave you comments and you can even work to make your slide shows better based on real feedback.
Another comforting fact about SlideShare is that it was recently voted one of the World's Top 10 tools for education and elearning. It is regularly used by the Whitehouse and other US government agencies. If that isn't enough, it is among the 250 most visited websites in the world. This really makes me feel good about the reliability. The kicker for me isthat the CEO of SlideShow is a female and she was named one of the top 10 Women Influencers in Web 2.0. This credibility makes me trust this presentation tool to the fullest degree.
I really feel that using PowerPoint to start my presentation and then uploading it to SlideShare to add audio, video and notes will be my best option. I really like the sharing capabilities and the fact that I can use it easily with the PowerPoint that I already utilize in my classroom. It is easy to use, free and dependable. The ratings and feedback from the use of this presentation tool are very positive. I am excited to use it to enhance my presentation. SlideShare gets my vote for the best Web 2.0 tool!
Prezi 2.0 seemed extremely easy to use, especially after viewing the tutorial. I really like that it is a free account. It also seemed that you had artistic freedom to create an original PowerPoint presentation unlike other that were created from Microsoft PowerPoint. I like that it had one large canvas to work on and that the tools were located in easy to use places. I especially liked the editing wheel and how you could use it with text, frames and graphics. It was also nice that to add text you just had to double-click and a text box appeared. It seems very user friendly and fun to work with. I am slightly concerned with the reliability because I have read posts regarding the fact that work was lost or that the professor could not open the presentation. This does make me rather nervous about choosing this Web 2.0 tool for my presentation.
It does seem to have tutorials available which would be necessary to get the full benefit of the program. There is a set of videos available to learn more. The equipment required seems to be nothing more than access to the Internet. You do not need to have PowerPoint already on your computer. I like that you can upload it for file sharing with others and that you can embed it into a blog. Like mentioned above, it is a free service and I could access it from wherever the Internet is available. My file could be worked on from home or school and I would not have to worry about a USB drive to transfer the work. The nonlinear format is also very captivating to the audience and you have more creative freedom to design an animated show. I know that you can embed videos and pictures into the presentation as well. Using Prezi 2.0 sounds like it would be fun and motivating to the audience, I am just nervous about the comments that I read from our instructor regarding the reliability issues. I will not be using it for this presentation, but plan on using it for other purposes where the projects are not as extensive.
The second presentation tool that I explored was 280 Slides. This is also a free service and seems very easy to use. It is comparable to PowerPoint and lets you create a slide show on the Internet. There are themes and templates all ready for you to use. I really like that it has a centering line for when you are moving around text and graphics. It really helps to line things up. It also is very easy to download videos and pictures directly from the Internet. I did not found sound options with this program, and I was disappointed because it has so many other bonuses. The final thing that I really liked about 280 Slides was that you could download your final presentation to a PowerPoint like file. This makes an easy way to save your slide show, especially if you are going to present it in a place that might not have Internet access. You can also use SlideShare with 280 Slides to allow your presentation to be edited by others. Finally, you can email your presentation or even get an embedding link to put it directly on your personal website or blog. This tool has a lot of possibilities. The only thing that it seems to be lacking is sound capabilities and the fact that in order to share it, you have to use another tool like SlideShare.
The final presentation tool and the one that I like the best is SlideShare. This Web 2.0 tool allows you to upload your already created PowerPoints to the website. You can then share them with others, where they can view your work or you can choose to keep them private. After you upload your PowerPoint, you will also be given a link to embed your presentation into blogs, websites, and social networks. It is a free service that does not even require a download. Once you have uploaded your PowerPoint, you can add audio to match your slides, video like YouTube videos or notes. It seems like the best way to get a PowerPoint onto the web and into the viewing eyes of others. People can leave you comments and you can even work to make your slide shows better based on real feedback.
Another comforting fact about SlideShare is that it was recently voted one of the World's Top 10 tools for education and elearning. It is regularly used by the Whitehouse and other US government agencies. If that isn't enough, it is among the 250 most visited websites in the world. This really makes me feel good about the reliability. The kicker for me isthat the CEO of SlideShow is a female and she was named one of the top 10 Women Influencers in Web 2.0. This credibility makes me trust this presentation tool to the fullest degree.
I really feel that using PowerPoint to start my presentation and then uploading it to SlideShare to add audio, video and notes will be my best option. I really like the sharing capabilities and the fact that I can use it easily with the PowerPoint that I already utilize in my classroom. It is easy to use, free and dependable. The ratings and feedback from the use of this presentation tool are very positive. I am excited to use it to enhance my presentation. SlideShare gets my vote for the best Web 2.0 tool!
Sunday, December 12, 2010
21 Century Topics and Tools: Physical vs. Chemical Changes in Matter
The topic that I chose to investigate is the difference between a physical and chemical changes. Students are constantly exposed to these types of changes in matter in their everyday lives. It is important that they learn to be aware of how these changes differ as well as how these changes can benefit us in the real world.
There are many 21st century learning tools that we as teachers need to be sure to expose our students to using. Perhaps one of the most pertinent tools is the effective use of a computer. Through my searching, I have found numerous websites that engage the students in the inquiry process, as well as enhance the understanding of the difference between a physical and chemical change. These websites can be used in a whole class setting or on an individual basis. Either way, the sites are created to empower the students to solve a problem or answer questions related to changes in matter. The interactive features are important for that instant feedback and are necessary to motivate the students to want to explore more.
The first website that I found to enhance the 21st Century skills is Physical and chemical changes. It includes a lesson plan with a link to a very informative PowerPoint that can be displayed to the students on a SMARTBoard. The PowerPoint focuses on the difference between physical and chemical changes and then poses examples at the end for students to distinguish between the real world things that are happening. By going beyond the textbook and involving technology, the students' interests will be piqued and they will be encouraged to synthesize happenings that occur all around them.
Another really good website is Chem4Kids.com: Matter: Chemical vs. Physical Changes. This website contains information on chemical and physical changes and it is presented in a magazine like format. It would be a great way to give the kids some background on these two types of changes before the formal lesson is taught. It would support the understanding as well as add to the students' technology skills. You could have the students type in the web address and read about changes in matter. To further develop their technology skills, you could have them open a Microsoft Word document and make a bulleted list of five things that were learned while reading. This would help them to relate when the actual lesson is taught.
As far as a follow-up activity to the topic of chemical and physical changes, I found a terrific interactive website that the students could explore individually. It includes a quick review of the types of changes, as well as a practice quiz where the students click on the type of change that is occurring. The site is Physical and Chemical Changes. There is also a writing activity at the end where the students put the difference between a physical and chemical change into their own words. This tool will allow the students to analyze their own thinking and make connections to the experiences that they have personally had with chemical and physical changes. Also, the students will be looking at common changes and will be able to relate to these happenings in a safe and structured environment of a computer-generated question.
Finally, the best website that I found for the enhancement of scientific literacy and 21st century skills was BBC - Schools Science Clips - Reversible and irreversible changes. This is a virtual laboratory where the students are able to investigate and discover how different changes are reversible, as well as which changes cannot be undone. This tool encompasses all that 21st century skills demand. It requires them to have the basic technology skills to operate a computer, as well as to have the scientific method basis that is needed to successfully discover if a change is chemical or physical. The items that are tested are everyday household items and the situations are relevant to the students' lives. By allowing the students to design their own experiment in order to construct personal meaning of the two types of changes, they will be more prepared for future scientific inquiry activities.
In my classroom, we investigate the difference between chemical and physical changes. I definitely plan on using the virtual laboratory tool described above. Using this tool aids understanding of the concept in many ways. First, there is not a dangerous experiment that I need to be worried about. Some of the setups featured on this website involve heating and cooling of different items. This can be a safety concern in the elementary classroom. Second, the students have many more opportunities to explore with different situations. It would not be feasible to set up all of these discovery stations in an hour science lab. The students can quickly pose questions and answer them using this virtual laboratory. Time is a huge factor and many of the investigations featured on this website would take a long period of time to conduct in real life. Due to the power of the digital world, changes can be sped up. This allows the students to explore many more types of changes in a shorter period of time. The benefits of using this website are plentiful. The students will be thoroughly engaged due to the fact that they are controlling their own personal learning.
The main challenge that I think I would face in integrating this tool is that there is only one computer lab in my school. I would have to make sure to schedule the use of that lab in advance to ensure that I could have access to a computer for each of my students. If I was really in a pinch, I could use the SMARTBoard and conduct this as a whole class activity, however it would not be near as meaningful because the students would not be given the freedom to explore to their individual curiosities.
Science is best taught and learned when meaningful connections can be made. All of the sites listed above foster an engaging and motivating presentation of chemical versus physical changes. This physical science concept can seem very abstract if the students are not given a way to synthesize the information and construct meaning that it relevant to their personal lives. Using 21st century tools helps to bridge the gap between conveying information and challenging the students. With the Internet, the possibilities abound!
There are many 21st century learning tools that we as teachers need to be sure to expose our students to using. Perhaps one of the most pertinent tools is the effective use of a computer. Through my searching, I have found numerous websites that engage the students in the inquiry process, as well as enhance the understanding of the difference between a physical and chemical change. These websites can be used in a whole class setting or on an individual basis. Either way, the sites are created to empower the students to solve a problem or answer questions related to changes in matter. The interactive features are important for that instant feedback and are necessary to motivate the students to want to explore more.
The first website that I found to enhance the 21st Century skills is Physical and chemical changes. It includes a lesson plan with a link to a very informative PowerPoint that can be displayed to the students on a SMARTBoard. The PowerPoint focuses on the difference between physical and chemical changes and then poses examples at the end for students to distinguish between the real world things that are happening. By going beyond the textbook and involving technology, the students' interests will be piqued and they will be encouraged to synthesize happenings that occur all around them.
Another really good website is Chem4Kids.com: Matter: Chemical vs. Physical Changes. This website contains information on chemical and physical changes and it is presented in a magazine like format. It would be a great way to give the kids some background on these two types of changes before the formal lesson is taught. It would support the understanding as well as add to the students' technology skills. You could have the students type in the web address and read about changes in matter. To further develop their technology skills, you could have them open a Microsoft Word document and make a bulleted list of five things that were learned while reading. This would help them to relate when the actual lesson is taught.
As far as a follow-up activity to the topic of chemical and physical changes, I found a terrific interactive website that the students could explore individually. It includes a quick review of the types of changes, as well as a practice quiz where the students click on the type of change that is occurring. The site is Physical and Chemical Changes. There is also a writing activity at the end where the students put the difference between a physical and chemical change into their own words. This tool will allow the students to analyze their own thinking and make connections to the experiences that they have personally had with chemical and physical changes. Also, the students will be looking at common changes and will be able to relate to these happenings in a safe and structured environment of a computer-generated question.
Finally, the best website that I found for the enhancement of scientific literacy and 21st century skills was BBC - Schools Science Clips - Reversible and irreversible changes. This is a virtual laboratory where the students are able to investigate and discover how different changes are reversible, as well as which changes cannot be undone. This tool encompasses all that 21st century skills demand. It requires them to have the basic technology skills to operate a computer, as well as to have the scientific method basis that is needed to successfully discover if a change is chemical or physical. The items that are tested are everyday household items and the situations are relevant to the students' lives. By allowing the students to design their own experiment in order to construct personal meaning of the two types of changes, they will be more prepared for future scientific inquiry activities.
In my classroom, we investigate the difference between chemical and physical changes. I definitely plan on using the virtual laboratory tool described above. Using this tool aids understanding of the concept in many ways. First, there is not a dangerous experiment that I need to be worried about. Some of the setups featured on this website involve heating and cooling of different items. This can be a safety concern in the elementary classroom. Second, the students have many more opportunities to explore with different situations. It would not be feasible to set up all of these discovery stations in an hour science lab. The students can quickly pose questions and answer them using this virtual laboratory. Time is a huge factor and many of the investigations featured on this website would take a long period of time to conduct in real life. Due to the power of the digital world, changes can be sped up. This allows the students to explore many more types of changes in a shorter period of time. The benefits of using this website are plentiful. The students will be thoroughly engaged due to the fact that they are controlling their own personal learning.
The main challenge that I think I would face in integrating this tool is that there is only one computer lab in my school. I would have to make sure to schedule the use of that lab in advance to ensure that I could have access to a computer for each of my students. If I was really in a pinch, I could use the SMARTBoard and conduct this as a whole class activity, however it would not be near as meaningful because the students would not be given the freedom to explore to their individual curiosities.
Science is best taught and learned when meaningful connections can be made. All of the sites listed above foster an engaging and motivating presentation of chemical versus physical changes. This physical science concept can seem very abstract if the students are not given a way to synthesize the information and construct meaning that it relevant to their personal lives. Using 21st century tools helps to bridge the gap between conveying information and challenging the students. With the Internet, the possibilities abound!
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