21st Century Topics and Tools

With 21st learning, there are high expectations that students will develop higher-level skills. Our students are digital natives who have information overload and need to be able to “access, evaluate and synthesize vast quantities of information” (NCREL, 2005, paragraph 1) in order to be competitive in their future employment. These students are very proficient in the use of technology and have no idea why technology would not be used in the classroom.

There are so many great sources of science technology available for use in the classroom, granted some is very pricey but some are not. There are also a great variety of grants available to help bring these resources into the classroom, some local as well.

http://www.vernier.com/grants/fulllist.html

Video is an easy way to bring science into the classroom whether it is through Discovery Streaming, Brainpop, Disney Science, You Tube, Teacher Tube, Bill Nye, virtual field trips…..

http://www.field-trips.org/trips.htm
http://www.brainpop.com/science/
http://www.discoveryeducation.com/search/page/k-5/science/-/-/index.cfm?campaign=flyout_teacher

When I went to the ISTE last year in Denver, I was amazed by all of the technology available in the science classroom. I played with digital microscopes, watched an unbelievable 3D movie about the body systems. SMART exchange has over 7000 science related activities and lesson plans that are free to download for use on your SMART board.

http://www.3dview.org/tour.html
http://exchange.smarttech.com/search.html?q=science

The Heat is On

Our experiment this week was using inquiring to investigate heat insulators. I used four identical glass mugs each filled with hot water with a beginning temperature of 132°. After I poured the water in the mugs, I rechecked the temperature again; the process of transferring the hot water from the pitcher to the mugs and gathering my materials lowered the temperature to 128°. I covered the first mug with a plastic Rubbermaid lid. I covered the second mug with a thick, cotton oven mitt. I covered the third mug with aluminum foil and the fourth mug was covered with a magazine, all were sealed tightly. I predicted the foil would retain the highest temperature and let the least amount of heat escape, followed by the Rubbermaid, the oven mitt and finally, the magazine. It was cool in the kitchen and the mugs sat on the counter for approximately 40 minutes due to a distraction.
After 40 minutes, I removed the covers and rechecked the temperature of the mugs. I noticed some condensation on the covers. The glass mug with the Rubbermaid lid was 94°, the cotton oven mitt was 93°, the foil was 94° and the magazine was 92°. I was surprised to find very little variation in the temperatures. The Rubbermaid and the foil were identical, followed by the oven mitt and the magazine, closely following my prediction. I am sure I would have noticed greater variations if I would have used thinner or porous materials. I believe the insulators I chose, were thick and all retained the heat effectively.
Water Temperature and Insulators
Insulators Beginning Temperature Ending Temperature
Rubbermaid 128° 94°
Oven Mitt 128° 93°
Foil 128° 94°
Magazine 128° 92°

I do not think this guided inquiry experiment would be very engaging for my first graders unless I used something a little more interesting, made a personal connection for them and had greater variations in temperature. I think choosing different insulators that they could use to pack their Spaghettios from their lunch in would be more engaging for them. We could use a thermos, a Rubbermaid container, a Chinese take-out box, and for fun, an envelope. We could heat the Spaghettios in the morning and then check the temperatures at lunchtime and see which insulator kept our lunch the warmest.
In extending and making connections with the guided inquiry experiment on heat transfers, students understand the concept of heat transfers with relation to wearing a coat on recess in order to keep body heat in. Guided inquiry could continue with choosing the right hat or gloves to wear on cold days; acrylic, wool, cotton, fleece.

How do different surfaces affect the momentum of marbles?

 
 In our application this week, we participated in a guided inquiry experience to develop a deeper understanding of momentum.  Using marbles, a ramp, ruler and different surfaces (carpet, wood floor, stone tile, slick tile), I rolled marbles down a slope and measured where they came to rest on the changing variable of surfaces.  




Obviously, the marble did not roll very far on the carpet due to the friction of the fibers.  Next, the marble rolled farther on the stone tile, however, the momentum was interrupted by the grooves and irregularities of the tile.  The marble's distance increased yet again on the wood floor, however, the marble traveled the farthest distance on the slick tile and hit the barrier of the wall.  Because of the hands-on activity, data collection and analysis, this would be a fun, easily incorporated experiment to conduct in the classroom that would confirm the concepts of friction and momentum. 

Week 3 - What happens if the polar ice caps melt?

This is my question this week for my masters class.  Ice displaces water so I would assume that sea levels would rise minimally as the polar ice caps melted, enough to effect low lying coastal towns/cities -- New Orleans would probably be under water as they are below sea level already -- maybe some low islands, maybe Indonesia.  I do not believe, as some do, that our planet would be completely underwater---that would be a LOT of water.  Also, the extreme cold temperatures in Antarctica would not make it possible for all of the ice to melt.  The ice at the North Pole is floating so levels would not rise because of it.  It makes me think of a glass of ice water, if you leave your glass sitting and forget to drink it, does the glass overflow as the ice melts-----no.  It would definitely make an impact as people would need to move inland, many people live in coastal areas.  Crops and food supplies would be affected.  Oceans would be polluted as debris would be pulled into the sea.  The polar bear, leopard seal and the walrus would be extinct as well as others, some may evolve and adapt.  Rising temperatures in the sea would kill off many creatures and coral.  Our planet would suffer. 

New Blog

I've just created my blog for my Masters in Science class.  I've never blogged before and I appreciate the push to do so.  Here we go!